000			03210nam a2200229Ia 4500
003
005			20250813154114.0
008			250428s9999 xx 000 0 und d
041			_aeng
082			_aTH 378.242 D128 2024
100	1		_aDaguinotan, Aizle A.
245		0	_aOrganizational climate and personnel engagement in public schools / _cAizle A. Daguinotan.
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2024
300			_axvii, 154 leaves
336			_2 _a _b
337			_2 _a _b
338			_2 _a _b
520			_aAbstract: This descriptive-correlational study aimed to assess the organizational climate and personnel engagement in public schools in the District of Hamtic, Schools Division of Antique. Data in this study were gathered using the standardized Organizational Climate Index by Hoy (2002) and Personnel Engagement Questionnaire by Kahn (1990). Statistical tools used were frequency, percentage, mean, and standard deviation for descriptive analysis; t-test for independent samples, One-way ANOVA, LSD, and Pearson's r were used for inferential statistics set at 0.05 alpha level of significance. The study determined that the organizational climate in public schools in terms of collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability is "very good" when grouped as a whole and when classified according to variables evaluated. When grouped as a whole and when classified according to variables, the level of personnel engagement in public schools in terms of physical, emotional and cognitive aspects is "very high". A significant difference existed in collegial leadership as to school level and position; professional teacher behavior as to position and age; and achievement press as to school level, school size, and position; and institutional vulnerability according to school size and position. There were no significant differences among the other secondary variables considered. A significant difference existed in personnel engagement in public schools in terms of physical aspect as assessed by the respondents as to school level, school size, and position. However, no significant differences were seen in personnel engagement in terms of cognitive and emotional aspects when all the secondary variables were taken into account. There was a significant relationship between organizational climate in terms of professional teacher behavior, achievement press, and personnel engagement. No significant relationship exists between organizational climate and personnel engagement in two dimensions: collegial leadership and institutional vulnerability. Likewise, no significant relationship exists between organizational climate and personnel engagement in terms of emotional and cognitive aspects; however, correlations exist between the organizational climate and personnel engagement in terms of physical domain. The study concluded that dimensions of organizational climate may, at given situations, influence the level of personnel engagement in public schools and vice-versa.
526			_aMain-Masteral Theses
655			_aTheses. _bMAEd- Educational Management.
942			_cTH _2ddc
999			_c1680 _d1680