Administrative Support Climate and Teacher Work Engagement in Public Elementary Schools

Abstract

This study assessed the relationship between administrative support climate and teacher work engagement among public elementary school teachers in the City of Ilagan, Isabela. Using a predictive-correlational survey design with relational climate mapping, the study assessed how leadership responsiveness, communication and consultation, workload support, recognition and encouragement, and professional development assistance were associated with teachers’ vigor, dedication, and absorption. A validated researcher-made questionnaire was used, with an overall Cronbach’s alpha of 0.94, indicating excellent reliability. Data were analyzed using weighted mean, standard deviation, Spearman’s rho correlation, ordinal logistic regression, and dominance analysis. Results showed that administrative support climate was generally favorable, while teacher work engagement was also rated positively. However, workload support and absorption emerged as the weakest areas, suggesting that teachers remained committed but experienced difficulty sustaining deep focus due to overlapping responsibilities and documentation demands. A significant positive relationship was found between administrative support climate and teacher work engagement. Regression results further revealed that workload support was the strongest predictor of teacher engagement, followed by leadership responsiveness, communication and consultation, and recognition and encouragement. The study concluded that teacher engagement was strengthened when administrators provided practical, responsive, and participatory support. It recommended improving task distribution, reducing unnecessary paperwork, protecting instructional time, and sustaining a supportive school environment that values teacher participation and well-being.