Faculty Work Engagement and Teaching Effectiveness in a State Higher Education Institution
Special Issue 2020 (December)
Sanny FernandezPages: 438-450 Download Count : 108 View Count: 229 DOI Number 10.24331/ijere.783947
This survey-correlational research determined the faculty work engagement and teaching effectiveness. The antecedent variables were length of teaching experience, academic rank, educational qualification and college affiliation. The independent variable was work engagement and teaching effectiveness was the dependent variable. The study was conducted among the 139 randomly selected faculty in a state institution of higher learning in the province of Iloilo. Two adopted, validated and pilot tested data gathering instruments were used - the Employee Engagement Survey Question (Margolis, 2018) and Teacher Effectiveness Questionnaire (Mishra, 2012). Statistical tools were means, standard deviations, one-way ANOVA, and the Pearson’s r. Significance level for all inferential tests was set at .05 alpha. Study results revealed the faculty were engaged in their work and were effective as teachers. The faculty did not differ significantly in their work engagement when they were classified according to length of teaching experience, academic rank, educational qualification and college affiliation. A significant difference was noted in teaching effectiveness among the faculty classified according to educational qualification but no significant differences when they were classified according to length of teaching experience, academic rank and and college affiliation. A significant relationships existed among the faculty work engagement, and teaching effectiveness.
- work engagement
- teaching effectiveness