Mapping Framework for Social Cognitive Behavior: Discovery of Cascading Interplays in Organizational Echelons for Orchestrated Collaboration and Engagement
DOI:
https://doi.org/10.5281/zenodo.21899424Keywords:
SCARF framework, teacher collaboration, work engagement, neuroleadership, social cognitive behavior, educational leadershipAbstract
This study mapped the social cognitive behavior associated with workplace collaboration and engagement using the SCARF framework domains of Status, Certainty, Autonomy, Relatedness, and Fairness. An explanatory sequential mixed-methods design was employed in the Grade School and High School departments of a private integrated and basic education school in Quezon City during School Year 2024-2025. The quantitative phase used complete enumeration, with 123 of 125 administrators, academic and subject area coordinators, and teachers participating in the SCARF questionnaire. The qualitative phase involved 16 purposively selected participants in four focus group discussions organized according to organizational role and tenure. Quantitative data were analyzed using percentage, weighted mean, standard deviation, and t-tests, while qualitative responses were transcribed, coded according to the SCARF domains and collaboration-engagement constructs, and interpreted through content and pattern analysis. Collaboration ratings were generally high, but administrators and teachers differed significantly in Certainty (p = .002), Autonomy (p = .005), and Relatedness (p = .041), while Status and Fairness did not differ significantly. Engagement showed the same pattern: significant differences in Certainty (p = .004), Autonomy (p = .001), and Relatedness (p = .049), but not in Status or Fairness. Qualitative findings showed a cascading gap between leadership intentions and teachers’ lived experiences: Status remained visible at higher levels, Relatedness was strongest among subject area coordinators, and Certainty, Autonomy, and Fairness weakened as organizational practices reached teachers. The study therefore proposed a multi-tiered, feedback-informed alignment plan that strengthens voice, clarity, professional agency, relational support, transparency, and equitable access to opportunities across organizational echelons.
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