MEDIATING Effect of Organizational Support on the Relationship Between Teacher Autonomy and Teacher Engagement among Private Elementary School TEACHERS

Abstract

Teacher engagement in teaching and learning is declining due to complex internal and external factors. Thus, this study investigated the mediating effect of organizational support on the relationship between teacher autonomy and teacher engagement. Using descriptive-correlational, the respondents are teachers with at least three years of teaching experience from private institutions in Davao City. Adapted questionnaires were used to gather data on teacher autonomy, organizational support, and teacher engagement. Mean, standard deviation, Pearson product-moment correlation, and Sobel z-test were used for data analysis. The findings revealed that the level of teacher autonomy among respondents is high, the level of organizational support was moderate, while the level of teacher engagement was described as very high. Correlation analysis indicated a significant relationship among teacher autonomy, organizational support, and teacher engagement. Furthermore, organizational support partially mediates the relationship between teacher autonomy and teacher engagement.