Human Resource Management, Work Engagement, and Teacher Commitment: A Path Model Analysis on Teamwork Effectiveness among Public School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I4.260Keywords:
Human Resource Management, Path Model Analysis, Investment Involvement, Public Secondary Teachers, Teacher Commitment, Teamwork Effectiveness, Work EngagementAbstract
This study examined the relationships among human resource management, work engagement, teacher commitment, and teamwork effectiveness among public secondary school teachers in Region XII, Philippines, and identified the best-fitting structural model explaining teamwork effectiveness. A quantitative, non-experimental, descriptive-correlational design was employed, involving 400 teachers selected through proportionate stratified random sampling across eight Schools Division Offices. Data were collected using four adapted questionnaires and analyzed through descriptive statistics, correlation analysis, and path model analysis. Results revealed very high levels of human resource management (M = 4.42), work engagement (M = 4.47), and teamwork effectiveness (M = 4.48), while teacher commitment was high (M = 4.14). Teamwork effectiveness demonstrated significant positive relationships with human resource management (r = .903), work engagement (r = .960), and teacher commitment (r = .431). The best-fitting model explained 92.7% of the variance in teamwork effectiveness, with work engagement emerging as its strongest direct predictor (β = .794). The findings indicated that supportive management practices and sustained professional engagement were strongly associated with effective teacher collaboration. Strengthening professional development, employee participation, mentoring, and collaborative school practices is recommended. The study's regional scope and correlational design limited the generalizability of the findings and prevented causal conclusions. Its integrated structural model provides empirical guidance for educational leadership, sustainable human resource management, and institutional strategies supporting collaborative effectiveness and professional engagement in public secondary schools.
References
Abun, D., Menor, R. I., Catabagan, N. C., Magallanes, T., & Ranay, F. B. (2021). Organizational climate and work engagement of employees of Divine Word Colleges in Ilocos Region, Philippines. International Journal of Research in Business and Social Science, 10(1), 107–121. https://doi.org/10.20525/ijrbs.v10i1.1017 DOI: https://doi.org/10.20525/ijrbs.v10i1.1017
Ağalday, B. (2025). Fostering teacher commitment through inclusive leadership: The mediating roles of teacher collaboration and teacher professionalism. Journal of Educational Administration, 63(6), 551–567. https://doi.org/10.1108/JEA-04-2025-0130 DOI: https://doi.org/10.1108/JEA-04-2025-0130
Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Reports, 12, Article 100662. https://doi.org/10.1016/j.oor.2024.100662 DOI: https://doi.org/10.1016/j.oor.2024.100662
Althubaiti, A. (2023). Sample size determination: A practical guide for health researchers. Journal of General and Family Medicine, 24(2), 72–78. https://doi.org/10.1002/jgf2.600 DOI: https://doi.org/10.1002/jgf2.600
Alutaya, N. B., & Guhao, E. S., Jr. (2024). Psychological capital, academic job satisfaction and emotional intelligence: A structural equation model on work engagement among public school teachers. European Journal of Education Studies, 11(1), 71–104. https://doi.org/10.46827/ejes.v11i1.5148 DOI: https://doi.org/10.46827/ejes.v11i1.5148
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2023). Job demands–resources theory: Ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25–53. https://doi.org/10.1146/annurev-orgpsych-120920-053933 DOI: https://doi.org/10.1146/annurev-orgpsych-120920-053933
Bantilan, J. D., Hifarva, W. S., Jr., Lugatiman, R., & Bauyot, M. M. (2024). Employee commitment as influenced by organizational culture, policies, and practices of public school teachers in Davao Region, Philippines: A focus on primary and secondary levels. International Journal of Research and Innovation in Social Science, 8(1), 489–502. https://doi.org/10.47772/IJRISS.2024.801036 DOI: https://doi.org/10.47772/IJRISS.2024.801036
Barrot, G. D., & Andal, E. Z. (2024). Teachers' coaching-based leadership and work engagement as mediated by collaborative attitude. International Journal of Social Science Humanity & Management Research, 3(5), 533–543. https://doi.org/10.58806/ijsshmr.2024.v3i5n10 DOI: https://doi.org/10.58806/ijsshmr.2024.v3i5n10
Basister, M. P., Petersson, J., & Baconguis, R. D. T. (2026). Design principles for teacher collaboration fostering educational innovations and inclusion: Insights from lesson study experiences. Frontiers in Education, 11, Article 1810233. https://doi.org/10.3389/feduc.2026.1810233 DOI: https://doi.org/10.3389/feduc.2026.1810233
Basman, L. J. S., & Abellana, A. L. (2025). Human resource and school-based management implementation on teaching engagement in central schools. GRS Journal of Multidisciplinary Research and Studies, 2(5), 1–9. https://doi.org/10.5281/zenodo.15310325
Cai, Y., Liu, P., Tang, R., & Bo, Y. (2023). Distributed leadership and teacher work engagement: The mediating role of teacher efficacy and the moderating role of interpersonal trust. Asia Pacific Education Review, 24, 383–397. https://doi.org/10.1007/s12564-022-09760-x DOI: https://doi.org/10.1007/s12564-022-09760-x
Celis, M. L. C., Policarpio, L. A., Agapito, E. P., Alfonso, G. V., & Villanueva, S. K. I. (2026). Teaching commitment and inclusivity as institutional norms: Evidence from public primary school teachers in Angeles City. Philippine Journal of Interdisciplinary Research, 2(1). https://doi.org/10.67730/qt4jx686 DOI: https://doi.org/10.67730/qt4jx686
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41(2), 745–783. https://doi.org/10.1007/s10490-023-09871-y DOI: https://doi.org/10.1007/s10490-023-09871-y
Corbeanu, A., & Iliescu, D. (2023). The link between work engagement and job performance: A meta-analysis. Journal of Personnel Psychology, 22(3), 111–122. https://doi.org/10.1027/1866-5888/a000316 DOI: https://doi.org/10.1027/1866-5888/a000316
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. https://www.sagepub.com/shop/buy-a-book/research-design-6-270550
Dağdeviren Ertaş, B., & Özdemir, M. (2024). The mediation of organizational commitment between collective teacher efficacy and work engagement. Social Psychology of Education, 27, 2677–2700. https://doi.org/10.1007/s11218-024-09949-5 DOI: https://doi.org/10.1007/s11218-024-09949-5
Dela Peña, R. D., Fulgencio, J. L., & Decena, J. T., III. (2023). Human resource management practices and organizational commitment towards work engagement of teachers in Tacurong National High School. Psychology and Education: A Multidisciplinary Journal, 12(1), 78–92. https://doi.org/10.5281/zenodo.8234052
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications (5th ed.). SAGE Publications. https://www.sagepub.com/shop/buy-a-book/scale-development-5-269114
Drouin-Rousseau, S., Morin, A. J. S., Fernet, C., Blechman, Y., & Gillet, N. (2024). Teachers' profiles of work engagement and burnout over the course of a school year. Applied Psychology, 73(1), 57–92. https://doi.org/10.1111/apps.12465 DOI: https://doi.org/10.1111/apps.12465
Ebuenga-Amora, M. (2016). Teachers' organizational commitment, teaching efficacy belief and level of performance in relation to their pupils' attitudes towards mathematics. Asia Pacific Journal of Contemporary Education and Communication Technology, 2(2), 49–56. https://apiarpublications.com/wp-content/uploads/2016/08/6_APJCECT_APCAR_BRR722_EDU_49-56.pdf
Francia, B. P., & Espiritu, M. (2024). Commitment level of teachers as correlates to their teaching performance: Inputs for a training program. Psychology and Education: A Multidisciplinary Journal, 27(7), 778–783. https://doi.org/10.5281/zenodo.14048382
Gamboa, V. R. (2025). Commitment and engagement of educators: A multi-method approach in the Philippine cultural context. International Journal of Multidisciplinary: Applied Business and Education Research, 6(11), 5496–5507. https://doi.org/10.11594/ijmaber.06.11.11 DOI: https://doi.org/10.11594/ijmaber.06.11.11
Gato, J., & Escote, M. J. (2025). Lived experiences of school heads in improving teachers' teamwork. Psychology and Education: A Multidisciplinary Journal, 45(8), 934–949. https://doi.org/10.70838/pemj.450802 DOI: https://doi.org/10.70838/pemj.450802
Hasan, M. K., & Kumar, L. (2024). Determining adequate sample size for social survey research. Journal of the Bangladesh Agricultural University, 22(2), 146–157. https://jbau.bau.edu.bd/index.php/home/article/view/558 DOI: https://doi.org/10.3329/jbau.v22i2.74547
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). Guilford Press. https://www.guilford.com/books/Introduction-to-Mediation-Moderation-and-Conditional-Process-Analysis/Andrew-Hayes/9781462549030
Holmström, A., Tuominen, H., Laasanen, M., & Veermans, M. (2023). Teachers' work engagement and burnout profiles: Associations with sense of efficacy and interprofessional collaboration in school. Teaching and Teacher Education, 132, Article 104251. https://doi.org/10.1016/j.tate.2023.104251 DOI: https://doi.org/10.1016/j.tate.2023.104251
Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597–606. https://doi.org/10.1086/222355 DOI: https://doi.org/10.1086/222355
Huang, S. Y. B., Huang, C.-H., & Chang, T.-W. (2022). A new concept of work engagement theory in cognitive engagement, emotional engagement, and physical engagement. Frontiers in Psychology, 12, Article 663440. https://doi.org/10.3389/fpsyg.2021.663440 DOI: https://doi.org/10.3389/fpsyg.2021.663440
Iqbal, M. Z., Arif, M. I., & Abbas, F. (2011). HRM practices in public and private universities of Pakistan: A comparative study. International Education Studies, 4(4), 215–222. https://doi.org/10.5539/ies.v4n4p215 DOI: https://doi.org/10.5539/ies.v4n4p215
Kabbah, S. K., Cheney-Afenu, D., Tsitsia, B. Y., Attigah, A. S., & Bimpeh, G. K. (2021). Assessment of teamwork effectiveness among colleges of education staff – Ghana. Global Scientific Journal, 9(4), 342–354. https://www.globalscientificjournal.com/researchpaper/ASSESSMENT_OF_TEAMWORK_EFFECTIVENESS_AMONG_COLLEGES_OF_EDUCATION_STAFF_GHANA.pdf
Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). Guilford Press. https://www.guilford.com/books/Principles-and-Practice-of-Structural-Equation-Modeling/Rex-Kline/9781462551910
Li, X., Xu, Y., & Huang, D. (2025). Exploring the interplay between social connectedness, job control, and organizational commitment: The mediating role of work engagement among Chinese teachers. BMC Psychology, 13, Article 31. https://doi.org/10.1186/s40359-025-02355-2 DOI: https://doi.org/10.1186/s40359-025-02355-2
Lingcob, D. J. F., & Quines, L. A. (2025). Financial literacy, work engagement, and professional development: A structural equation model on teamwork among public school teachers. European Journal of Education Studies, 12(2). https://doi.org/10.46827/ejes.v12i2.5846 DOI: https://doi.org/10.46827/ejes.v12i2.5846
Liu, Y., & Watson, S. (2023). Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: A lens of distributed leadership. International Journal of Leadership in Education, 26(6), 1082–1110. https://doi.org/10.1080/13603124.2020.1820580 DOI: https://doi.org/10.1080/13603124.2020.1820580
Ma, X., & Marion, R. (2024). How does leadership affect teacher collaboration? Evidence from teachers in US schools. School Effectiveness and School Improvement, 35(2), 116–141. https://doi.org/10.1080/09243453.2024.2330533 DOI: https://doi.org/10.1080/09243453.2024.2330533
Maier, C., Thatcher, J. B., Grover, V., & Dwivedi, Y. K. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70, Article 102625. https://doi.org/10.1016/j.ijinfomgt.2023.102625 DOI: https://doi.org/10.1016/j.ijinfomgt.2023.102625
Manaig, K. A., Buenvinida, L. P., Yazon, A. D., & Bonganciso, R. T. (2024). Unveiling the link between organizational commitment, professional self-esteem, and work engagement of Filipino faculty members in state universities and colleges. Ho Chi Minh City Open University Journal of Science – Social Sciences, 14(1), 52–70. https://doi.org/10.46223/HCMCOUJS.soci.en.14.1.2772.2024 DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.14.1.2772.2024
Marcelino, S. V. P. (2024). Support mechanism of school administrators and work engagement of teachers during the new normal. Journal of Interdisciplinary Perspectives, 2(5), 211–219. https://www.ejournals.ph/article.php?id=23127 DOI: https://doi.org/10.69569/jip.2024.0077
Meredith, C., Moolenaar, N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2023). The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. European Journal of Psychology of Education, 38(1), 43–62. https://doi.org/10.1007/s10212-022-00598-w DOI: https://doi.org/10.1007/s10212-022-00598-w
Msonge, E., & Lekule, C. S. (2024). Fostering teacher teamwork: Strategies and challenges for school heads a study of community secondary schools in Nyamagana-Mwanza, Tanzania. Asian Journal of Education and Social Studies, 50(4), 212–226. https://doi.org/10.9734/ajess/2024/v50i41324 DOI: https://doi.org/10.9734/ajess/2024/v50i41324
Navajas-Romero, V., Ceular-Villamandos, N., Pérez-Priego, M. A., & Caridad-López del Río, L. (2022). Sustainable human resource management the mediating role between work engagement and teamwork performance. PLOS ONE, 17(8), Article e0271134. https://doi.org/10.1371/journal.pone.0271134 DOI: https://doi.org/10.1371/journal.pone.0271134
Park, S., Mao, X., & Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156, Article 104922. https://doi.org/10.1016/j.tate.2024.104922 DOI: https://doi.org/10.1016/j.tate.2024.104922
Pu, R., Cui, X., & Qian, J. (2024). How collaborative school culture affects teachers' teaching strategies: An analysis of the intermediary effect of teaching efficacy and organizational commitment. Journal of East China Normal University (Educational Sciences), 42(7), 89–99. https://doi.org/10.16382/j.cnki.1000-5560.2024.07.008
Remandaban, M. C., Angangan, G. B., Gaviola, V. L., Cabolao, A. R., & Olarte, J. M. (2026). Can school culture drive teacher leadership agility, or is collaboration the missing link? Frontiers in Education, 11, Article 1794986. https://doi.org/10.3389/feduc.2026.1794986 DOI: https://doi.org/10.3389/feduc.2026.1794986
Republic of the Philippines. (2012). Republic Act No. 10173 (Data Privacy Act of 2012). Official Gazette. https://officialgazette.gov.ph/2012/15/republic-act-no-10173
Sathyanarayana, S., & Mohanasundaram, T. (2024). Fit indices in structural equation modeling and confirmatory factor analysis: Reporting guidelines. Asian Journal of Economics, Business and Accounting, 24(7), 561–577. https://doi.org/10.9734/ajeba/2024/v24i71430 DOI: https://doi.org/10.9734/ajeba/2024/v24i71430
Shahzad, K., Hong, Y., Jiang, Y., & Niaz, H. (2023). Knowledge-intensive HRM systems and performance of knowledge-intensive teams: Mediating role of team knowledge processes. Group & Organization Management, 48(5), 1430–1466. https://doi.org/10.1177/10596011211063667 DOI: https://doi.org/10.1177/10596011211063667
Solidarios, F. M. C., Solidarios, J. R. S., Abison, S. L., Musa, S. M., Haudar, E. G., & Gamiao, J. S. (2024). The impact of human resource management practices on teachers' job satisfaction. Psychology and Education: A Multidisciplinary Journal, 26(1), 85–97. https://doi.org/10.5281/zenodo.13886622
Stefana, A., Damiani, S., Granziol, U., Provenzani, U., Solmi, M., Youngstrom, E. A., & Fusar-Poli, P. (2025). Psychological, psychiatric, and behavioral sciences measurement scales: Best practice guidelines for their development and validation. Frontiers in Psychology, 15, Article 1494261. https://doi.org/10.3389/fpsyg.2024.1494261 DOI: https://doi.org/10.3389/fpsyg.2024.1494261
Tanutan, J. A., & Laya, M. L. (2024). A structural equation model on teacher commitment in the context of educational management practices, school culture and behavioral competencies. International Journal of Education Research for Higher Learning, 33(2), 1–34. https://doi.org/10.17158/z9cgnz46
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100 DOI: https://doi.org/10.1037/h0022100
United Nations General Assembly. (2015). Transforming our world: The 2030 Agenda for Sustainable Development (Resolution A/RES/70/1). https://sdgs.un.org/2030agenda
Waldejer, B., Jensen, M. T., & Solheim, O. J. (2026). Unpacking teacher collaboration: Validation of measurement models using exploratory structural equation modeling. Frontiers in Psychology, 17, Article 1800096. https://doi.org/10.3389/fpsyg.2026.1800096 DOI: https://doi.org/10.3389/fpsyg.2026.1800096
Wang, Y. (2024). Exploring the impact of workload, organizational support, and work engagement on teachers' psychological wellbeing: A structural equation modeling approach. Frontiers in Psychology, 14, Article 1345740. https://doi.org/10.3389/fpsyg.2023.1345740 DOI: https://doi.org/10.3389/fpsyg.2023.1345740
Zhao, Y., Li, X., & Kang, H. (2025). Linking distributed leadership to teachers’ innovation: Chain mediating roles of commitment and collaboration in Chinese schools. PLOS ONE, 20(9), Article e0333118. https://doi.org/10.1371/journal.pone.0333118 DOI: https://doi.org/10.1371/journal.pone.0333118
Zimba, O., & Gasparyan, A. Y. (2023). Designing, conducting, and reporting survey studies: A primer for researchers. Journal of Korean Medical Science, 38(48), Article e403. https://doi.org/10.3346/jkms.2023.38.e403 DOI: https://doi.org/10.3346/jkms.2023.38.e403
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Arbert B. Lanchita, Eugenio S. Guhao, Jr. (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
