Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Teamwork and Teachers’ Engagement: A Mediating

Roles of Work Condition and Professional
Development in Public Schools
Myrna B. Sario, MA and Roel P. Villocino, EdD
University of Mindanao Professional Schools, Matina, Davao City, Philippines

Abstract:- In Region XI, this study found that teamwork There have been many initiatives that have focused on
and teacher engagement had mediating roles between the importance of engagement. Engagement offers a
work condition and professional development. A sample window into how the environment affects teachers' well-
of 465 secondary teachers was used in a descriptive being at work (Cherkowski et al., 2022).According to Guhao
correlational research design. For the required data, and Quines (2021), engagement is distinct from the output;
both online and offline improved and validated survey it may be a fume but it's not a fire. Although it may increase
questionnaires were used. The gathered pieces of productivity, it is not a product, so even if teachers are
evidence were scrutinized using the Mean, Pearson-r, enthusiastic and involved, there will be no enhancement in
and Path Analysis as statistical tools with the following the outcomes without the proper leadership, tools, and other
results: level of teamwork was high, level of teacher factors. Teacher engagement is thought to be related to
engagement was high, level of work condition was high, professional consciousness (Fute et al., 2022).
and, level of professional development was high.
Moreover, results revealed a significant relationship One aspect that impacts teacher engagement is
between teamwork and teacher engagement in relation teamwork. According to Jard et al. (2022); Quines & Piero
to work condition and professional development. A (2022), teamwork fosters respect that frequently improves
mediation of teamwork and engagement in the engagement. Teacher engagement can profoundly impact
relationship between work condition and the the retention and loyalty of employees in the school
professional development of secondary teachers in organization (Al Hawamdeh, 2022).
Southern Mindanao was proven in the study. Programs
and activities that may reinforce secondary teachers Moreover, work conditions are positively linked with
about engagement, teamwork, work condition, and engagement. Teachers learn by interacting (Leite&Havu-
professional development as these are equally essential Nuutinen, 2022). Work condition favors a more excellent
variables for better teaching performances in the schools state of mind toward their work and improves their
where secondary teachers belong are some implications professional lives by fostering development between
of the study. teachers and their peers and students (Coelho et al., 2023).
The Cai et al., (2022) study disclosed that work condition
Keywords:- Educational management teamwork, teachers' provides teachers with useful resources to increase and
engagements, work conditions, professional development, develop further affiance in their toil. Resources and
mediating effect, secondary school teachers, Philippines. responsibilities create a school culture that stimulates
confidence and engagement.
I. INTRODUCTION
The study on teamwork, engagement and work
Teachers’ engagement, in whatsoever circumstance, is condition as a framework for professional development is
of crucial importance for organizations like schools. done out of the country. There hasn't been any research on
Engaged teachers must be empowered, take control over how secondary teachers' work condition and professional
events, and can actively adjust their environments to development affect teamwork and teacher engagement in
preserve their work (Van Wingerden & Poell, 2019). Region Xl. The researcher hoped to discover relevant
However, Zhao et al. (2019) pointed out that teachers are variables associated with teacher engagement in the
seen as problematic with impaired well-being, and are Philippines. It is also intended to generate desirable
linked with low levels of professional expansion and programs to support teacher engagement in professional
performance when challenged in many areas of their lives. development.
According to Fute&Oubibi (2022), engagement and mental
health are issues for China's teachers, especially during the This study identified how teamwork, teacher
pandemic. Teachers must work together in a psychologically engagement, work environment, and professional
dynamic environment if they are to remain committed and development play mediating roles in public schools.Its
resilient in their work despite challenges. specific objectives are: to identify the degree of teamwork in
terms of communication, leadership, situation monitoring,
and team structure. Secondly, to ascertain the engagement
level of teachers in terms of cognitive, emotional, social,
and psychological. Thirdly, to describe the work condition
of public secondary school teachers in terms of

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Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
professionalism, teaching instructions, school community C. Work Condition
supports, and safety. Fourthly, assess the level of Work condition, defined in the simplest form are the
professional development that secondary school educators in settings, situations, conditions and circumstances under
Region XI have in terms of developing and delivering which people work. As further elaborated by Johnson et al.,
curricula, accommodating student differences, problem- (2020) work condition serves as a very broad category that
solving, and instructional strategy. Fifthly, to determine the encompasses the physical setting, characteristics of the job
significant relationship among variables associated with itself, broader organizational features, and even aspects of
professional development in terms of teachers’ teamwork the extra organizational setting. Zubairu &Oyekale, (2021)
and engagement, teachers’ teamwork and work conditions expounded on workplace environments as a composition of
and teachers’ teamwork and professional development, three sub-environments: environment, the human
teachers’ engagement and work conditions, teachers’ environment, and the organizational environment of many
engagement and professional development. Lastly, find out components and factors affecting both the physical and
the level of significance of teamwork and engagement psychological well-being of workers.
mediated with work conditions and professional
development. D. Professional Development
Professionalism may be a surprising device for
II. REVIEW OF RELATED LITERATURE improving the capacity of school leadership. Little is known
about professionalism as it relates to the unique work of
A. Teamwork school leaders, but understanding more about it could lead
In an organization, employees must collaborate. to greater knowledge of how to encourage and retain them.
Teamwork is the attitude and spirit that helps an In the current context of uncertainty, chaos, and change, the
organization perform better (Martono et al., 2020). It can be pressure on leaders to stay in their role and to succeed has
enhanced by encouraging colleagues to actively participate never been greater. Principals’ efforts are exerted
in groups, dividing them into smaller groups so they can professionalism for greater elements of it (Stone-Johnson &
collaborate while supporting one another, and holding them Weiner, 2020).
accountable when their work is ineffective. Team members
can take part by developing a concrete plan for the company Professional development is essential for teachers'
(Irshad et al., 2021). The school industries must compel competence, paying special attention to larger-scale,
their clientele to participate in various celebrations to structured, and formal interventions. This is because
maximize resources. Achievements come from keeping a teachers' communities are crucial for teachers' life-
winning attitude and acknowledging and taking part in all supportive leadership, group dynamics, composition, and
significant events (Chakraborty et al., 2020; GULATI, mutual trust and respect (England et al., 2023). It could not
(2022). be denied that modern society demands excellent teaching
and learning capacities of teachers, which is why they have
B. Teacher Engagement to possess a great deal of knowledge and skills in teaching
The mental, emotional, psychological, and behavioral and assessment practices to meet the demands and standards
effort an employee makes to support the organization's of quality education. To develop these core skills, teachers
objectives is referred to as teacher engagement. It measures should be equipped and gradually apply effective teaching-
how individuals feel a sense of connection and relatedness learning processes to their learners. If the teachers have a
as well as their general interpersonal interactions, according sound professional background and knowledge, they can
to Khodakarami and Dirani (2020). Some of the most effectively use the various instructional practices in the
important predictors of a sense of belonging, happiness, and classroom and other related functions (Oo, et al., 2021).
satisfaction include gender differences and the workplace. It
also refers to a method of organization and the impact on E. Theoretical Framework
workers' well-being at work (van Zoonen et al., 2023). This quantitative study is anchored on the Work
Engagement Theory of Kahn (1990) or the Total Employee
According to Guhao & Quines (2021), engagement Experience (2017) which elaborates that employee
may be a smog but not a fervor in terms of yield or engagement is the extent to which a person expresses self-
efficiency; it may support but not significantly subsidize. preference in tasks to foster connections between self and
This suggests that even if an employee is emotionally teaching through cognitive, social, psychological, and
invested in and fully committed to the task, the outcome will physical self-investment. Khan’s theory followed the
still be insufficient without precise leadership, resources, framework that can help to teach force to feel happy,
and support (Imam et al., 2022). Additionally, a growth satisfied, cared for, valued, respected, and trusted in their
mindset and work engagement are facilitated by well-being workplace.
and persistence, which should be taken into account (Zeng
et al., 2019). Engaged workers are involved in psychological,
cognitive, social, and emotional levels. Employees who
have a high level of engagement are more willing to put
extra effort into their work, and they are also found to be
more creative and productive (Fairlie, 2017); Frino, E.
(2022). Supportive work environments, where
managements show concern for employees and allow

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Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
employees to voice their thoughts and feelings are core professionalism more difficult. It is a call to pursue
determinants of a high level of engagement. Further, professionalism based on teacher involvement.
employees who have supportive relationships with co-
workers experience higher engagement levels because they As a result, teamwork, engagement, and working
feel safe trying new things without fear of the consequences conditions encourage teachers to feel like they are
(Jones, 2018); (Othman &Mahmood, 2019). AsRais & developing and as a result, have an impact on the conception
Rubini (2022) added that teachers’ engagement that and development of professionalism.
emphasizes teamwork, development opportunities, and level
of performance can improve the quality of teacher services. F. Conceptual Framework
Employees want to feel connected to their colleagues and The conceptual model demonstrates the mediating
managers, to feel their work has meaning and impact on the effects of work conditions and professional development on
company, and to be appreciated for the work they do the relationship between teamwork and teacher engagement
(Ningsih, et al., 2023).Teaching and learning are ultimately as supported by the theories.
social processes (Vygotsky, 1978) hence, teachers are wired Illustrated in Figure 1 is the conceptual framework
to connect (Goleman, 2006). demonstrating the associations of the variables.A conceptual
The theory went on to suggest that one aspect of model of engagement, which is the dependent variable based
learning to become a teacher is supported by the capability on Klassen, et al., (2013) has cognitive, emotional, social,
to interpret, act, and interact in the workplace while also and psychological indicators.
having the ability to question meanings and social practices. In this study, cognitive can be understood as teachers
Supporting teachers involves looking for complexity in giving their students their best intellectual effort. In contrast
learners and tasks, identifying resources, and helping them to the teachers' emotional and volitional processes, it deals
manage their relationships with the social contexts of their with the mental functions of perception, memory, judgment,
development (Edwards, 2010). Work condition is one of the and reasoning.
aspects which stimulate personal growth and achieving work
goals. It is deemed necessary and beneficial for both Furthermore, cognitive thinking is the mental process
employees and organizations (López-Núñez, 2020); Wang et that people use to reason, pay attention, read, learn,
al., 2020). remember, and ultimately comprehend information and
transform it into knowledge. Then, educators can decide and
The first proposition in this study is on teamwork do something with this knowledge. While still finding
which is anchored on the study of Hagstrom, W. O. (1964) enjoyment in their work, teachers who are emotionally
who stated that scientific teamwork consists freely of connected to their students' needs are better able to connect
collaborating peers or teachers and their students. As added with them. Highly emotional educators frequently have a
by Lo, Y., (2019), teachers through collaboration gain profound sense of self-awareness and compassion, but they
numerous advantages such as moral support, sharing may also feel worn out from constantly experiencing all the
workloads, eliminating duplication, and increasing feelings.
collective confidence regarding innovations. Teachers’
satisfaction is significantly wedged by the workplace Additionally, social implies that teachers have friendly
environment, administrative control, teaching ability, and relationships with their colleagues and students. It is their
organizational culture (Ma & Mac Millan,1999). organized way of relating to society and living together;
relating to activities with which teachers meet and spend
The other claim is related to professional development time; relating to society and living together. The term
and is based on Vygotsky's socio cultural theory (SCT), psychological refers to something that affects or arises in the
which contends that what Vygotsky asserted about students' mind; it is related to a person's mental and emotional state. It
learning in the classroom also applies to teachers and that is the pattern by which teachers deal with various situations.
Vygotsky's developmental theories, which are based on the Teachers are described as having a sense of purpose and
idea that mental functions have social origins, can be used to direction in life, as well as a sense of significance. Thus, it
understand the development of teachers in their workplaces denotes a teacher's potential realization, self-fulfillment,
and have various implications for designing and personal growth, and topmost experiences.
implementing teacher professional development programs.
(Shabani, 2016). Being a professional teacher entails The first moderating variable, work conditions, was
engaging in continuous learning. Teachers' main concern is obtained from the Virginia Working Conditions Survey
assisting and guiding students as they learn. Teacher Version (2019) and was measured by the following
indicators: professionalism, teaching instructions, school
In light of this, policymakers cannot solely dictate how community supports, and safety. In this study,
to teach and develop their teachers. The participation of professionalism means that teachers are trusted, free, and
teachers must be a foundation for ongoing learning and respected to make sound professional decisions, particularly
reflection about education. Through increased awareness regarding instruction. Teachers provide learners with
and a growing body of knowledge, teachers' professional learning through teaching instructions. It entails teachers
development aims to elevate their status. Regulations, and other adults providing adequate access to instructional
according to Hargreaves (2000), made the path to teachers' materials in the school.

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Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Support from the school community can be seen in the Differentiated instruction is one strategy that teachers
teachers' awareness, respect, comfort, and conviction that can use to accommodate high and low-achievers in the same
their needs are met by the entire administration through classroom. Problem-solving can be used as a strategy by
differentiated professional development, upholding a teachers and school leaders to deal with conflicts in the
manageable student population, and effective discipline classroom. It is possible to accomplish this through
communication. Teachers and students who value security brainstorming, problem identification, support, and
and a calm learning environment in the school are encouragement. Teacher strategies are methods, updates,
considered to be safe. and trends that teachers use to help their students. This can
be accomplished through additional studies, training, and so
The second moderating variable is professional on.
development with observed indicators adopted from Yost, et
al. (2009) as curriculum planning and delivery, Team structure, leadership, situation monitoring, and
accommodation for individual differences, problem-solving, communication are the indicators for the independent
and teachers’ strategies. In this study, curriculum planning variable of teamwork (Brock, et al, 2013). For improved
and delivery refer to a set of guides for students to learn. It accountability, the team structure in this study refers to the
is a holistic approach encompassing not only subjects but teachers' trailed roles and responsibilities in the classroom.
also the connections between subjects, and all aspects of The heads of the schools are referred to as examples of
schooling that define the learner’s experience. leadership for the teachers there. Situation monitoring is the
Accommodation for individual differences is defined as the practice of frequently observing a teacher's performance to
process of catering to all students equally regardless of prevent conflicts, improve communication, ensure follow-
family background, ethnicity, preferences, capacities, and up, and ensure excellent performance. Communication is
capabilities. defined as the ongoing exchange of messages, clarifications,
and agreed-upon means of information sharing on both a
verbal and nonverbal level.

Fig. 1: The Mediating Effects of Work Conditions and Professional Development on the Relationship between Teamwork and
Teachers’ Engagement

III. METHOD The respondents to this study, which was conducted

in the academic year 2021–2023, were all public secondary
In this study, a descriptive correlational quantitative school teachers from the various divisions in Region XI,
research design was used. Descriptive research provides an regardless of their age, sex, status, area of specialization,
accurate representation of the characteristics and focuses on teaching loads, or years of experience. It sought to serve
describing the variables that exist in a given situation 400 willing participants, as was deemed appropriate for the
(Mohajan, 2020). Quantitative research methods particularly research design. However, the study does not include
statistical methods—are used to understand a problem public elementary school teachers, secondary school
(Mishra & Alok 2022). teachers with office or non-teaching ancillary assignments,
or teachers who do not reside in Region XI.
Research approaches are strategies and techniques that
move decisions away from broad hypotheses and toward in- The following statistical tools were used in the
depth techniques for information gathering and computation of data and testing of the hypotheses at a 0.05
analysis(Creswell, 2014; Habib, 2021; Nayak & Singh, level of significance:
2021).It combines theoretical presumptions, strategies, and  Mean: Used to characterize the level of work conditions,
precise methods. It determined the level of the mediating engagement, teamwork, and professional development of
effect of teamwork and teachers' engagement on the effective teachers and to answer problems 1, 2, 3 & 4.
relationship between work conditions and professional  Pearson Product-Moment Correlation (Pearson r):
development among secondary teachers. Further, employed This was applied to determine the significance of the
in this study is the mediation model. interrelationships between work conditions and the
professional development of teachers, engagements and
professional development of teachers, and teamwork and

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Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
the professional development of teachers are significant. It took the researcher five weeks to complete the task
 Path Analysis: This method was employed to determine given the study's extensive geographic coverage as a result,
the mediating effect of teamwork and teacher the survey was gradually and actually administered last
engagement on the relationship between work conditions week of June 2022 adhering to the IATF protocols through
and the professional development of secondary teachers Google Forms, Facebook Messenger, and offline copies to
in Region XI. the chosen schools of Region XI. To lessen the likelihood
of outliers during the analysis, data retrieval, screening,
Data collection procedures were followed to ensure collation, and tabulation were all completed. Data were
the success of the study. The questionnaire validation by collected on July 28, 2022, according to the Data Privacy
the five experts was submitted to the University of Act of 2012, and after being interpreted and analyzed, they
Mindanao Ethics and Review Committee (UMERC) for were made public on August 8, 2022. Before, during, and
additional review after the online proposal was defended. after the study, the researcher generally complied with all
On June 4, 2022, the survey questionnaire study was UMERC-established ethical standards.
approved under UMERC Protocol No. 2022-180. The dates
of the 2022 pilot test were June 5-8.

IV. RESULT

Table 1: Levels of Teamwork

Indicators SD Mean D.E.
Team Structure 0.422 4.35 Very High
Leadership 0.462 3.66 High
Situation Monitoring 0.404 3.96 High
Communication 0.442 4.19 High

Overall 0.353 4.04 High

Displayed in Table 1 is the level of teamwork with a Team structure, which has a mean value of 4.35 and is
weighted mean of 4.04 with a standard deviation of 0.353, related to a study by Khan et al. (2022), found that
and a verbal interpretation of High. The results show that teamwork is increasing when supported by policies and
three out of the four indicators received a high mean value practices that challenge conventional professional
like leadership with a mean value of 3.66, situation boundaries and bring care closer to the client. This is the
monitoring with a mean value of 3.96, and communication only indicator that received a verbal interpretation of Very
with a mean value of 4.19. As intensified by Tumelius & High. When mature communication, responsible
Kuure (2022) that effective team monitoring is not simply interdependence, psychological health, shared intent, task
achieved by watching teammates doing their work. clarity, and a clear goal are present during the teaming
Monitoring joins situation awareness. Situation awareness is process, the experience can have a positive effect on a
described as having three components: gathering person's attitude toward teamwork, according to Guhao &
information; understanding what the information means, and Quines, (2021); Pisoni&Gijlers, (2020).
being able to anticipate what might happen next.

Table 2: Levels of Engagement

Indicators SD Mean D.E.
Cognitive 0.401 4.09 High
Emotional 0.393 4.14 High
Social 0.413 4.04 High
Psychological 0.489 3.51 High
Overall 0.348 3.94 High

A summary of the weighted mean for each Engagement suggests a possibly fruitful route for
engagement criterion is presented in Table 2. The learning about the nature of school organization and its
descriptive interpretation of the overall weighted mean is effects on teachers' job satisfaction. (Cherkowski et al.,
High, with a standard deviation of 0.348 and a weighted 2022). According to Huang et al. (2022), increased
mean of 3.94. As supported by the study of Perera et al., engagement predicts better learning outcomes, such as the
(2021), teachers may be differentially engaged in the development of knowledge and skills through simulation
teaching environment regarding their different energetic games, which also improves a person's HOTS like problem-
investments. Such different profiles of engagement have solving, critical thinking, and creativity. The relationship
varying implications for well-being-related outcomes and between student understandings of instruction and its
can be predicted by their teaching capability beliefs. The influence on their cognitive presence is too clearly evident
following indicators of engagement are cognitive (MV = in the analysis.
4.09), emotional (MV = 4.14), social (MV = 4.04), and
psychological (MV = 3.51).

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Volume 8, Issue 5, May 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Table 3: Levels of Work Conditions
Items SD Mean D.E.

Being trusted to make sound professional decisions about instruction. 0.544 4.42 Very High
Being relied upon to make decisions about educational issues. 0.609 4.18 High
Being engaged in collaborative problem-solving in the school. 0.688 4.15 High
Being an effective leader in the school. 0.633 4.02 High
Being free to be creative in his teaching profession. 0.577 4.36 Very High
Being in control of how he uses his scheduled class time. 0.741 4.09 High
Being respected under current policies. 0.607 4.29 Very High
Being confident in my ability to do my job well. 0.541 4.50 Very High
Setting the grading and student assessment practices. 0.613 4.39 Very High
Feels that the policy directives are improving his educational system. 0.642 4.21 Very High
I and other adults in the school are encouraging students to provide 0.602 4.40 Very High
constructive feedback to others.
I and other adults in the school are often connecting what students are 0.543 4.41 Very High
learning to live outside the classroom.
I and other adults at this school are providing students with the support 0.580 4.41 Very High
they need to succeed.
0.554 4.48 Very High
I and other adults at this school are feeling responsible to help all
students achieve their full potential.
I see students come to school ready to learn. 0.668 4.18 High
I and other adults in school are expecting students to succeed. 0.532 4.52 Very High
I and the physical environment are supporting teaching and students’ 0.555 4.44 Very High
learning.
Having adequate space to work productively. 0.630 4.26 Very High
I and the school are providing sufficient access to appropriate 0.660 4.20 Very High
instructional materials.
Having the support, I need to incorporate technology into teaching 0.642 4.21 Very High
instruction.
Feeling respected by the school’s administrators. 0.659 4.26 Very High
Feeling comfortable raising issues and concerns that are important to me 0.717 4.07 High
and the administration as a whole.
Trusting that the school administrators do what they say they will do. 0.704 4.19 High
Being convinced that the school administrators support the professional 0.642 4.29 Very High
development of teachers and staff.
Seeing that support is teachers’ efforts to maintain discipline in the 0.572 4.37 Very High
classroom.
Being aware that the school administrator communicates a clear vision 0.655 4.30 Very High
for the school.
Believing that performance is assessed objectively. 0.611 4.31 Very High
Being provided with resources for professional development in the 0.694 4.12 High
school.

Considering differentiated professional development to meet the 0.594 4.29 Very High
individual needs of teachers.
Considering class sizes as reasonable such that teachers have the time 0.664 4.27 Very High
available to meet the needs of the students.
Working peacefully in the school. 0.646 4.39 Very High
Being treated with respect by the students in this school. 0.536 4.46 Very High
Seeing that bullying is a problem in this school. 1.113 3.44 High
Seeing that students are bullied in this school about their clothing or 1.158 3.12 Moderate
physical appearance.
Experiencing teachers and students alike being bullied about their 1.184 2.93 Moderate
ethnicity or minority and limitation.
Experiencing that the school administrations set high regard for the 0.641 4.31 Very High
student’s safety.
Seeing that parents and guardians support their children to achieve the 0.572 4.32 Very High
educational goals of the school safely.

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Being able to say that teachers’ security in this school is at stake. 1.149 3.47 High
Being on a school’s premises which is a child child-friendly place. 0.566 4.38 Very High
Being in school- is a good place to work and learn. 0.599 4.36 Very High

Overall 0.384 4.19 High

With an overall weighted mean score of 4.19 and a = 4.15), being relied upon to make decisions about
standard deviation of 0.384, Table 3's level of working educational issues. (MV = 4.18), trusting that the school
conditions can be characterized as high. 28 of the variables administrators do what they say they will do (MV = 4.19), I
have the highest mean and a verbal description of Very High see students come to school ready to learn (MV = 4.18),
for the results for particular items. On the other hand, the feeling comfortable raising issues and concerns that are
items with lower means and verbal descriptions of High are: important to me and the administration as a whole (MV =
realizing that bullying is a problem in this school (MV = 4.07) and being provided with resources for professional
3.44), being able to state that the safety of the teachers in development in the school (MV= 4.12). These findings
this school is in jeopardy (MV = 3.47), acting as an effective support the study of Zhao et al., (2023)that schools, where
leader in the school (MV = 4.02), and having control over teachers ratedtheir working conditions as more satisfactory
how he uses his allotted class time (MV = 4.09), being had lower attrition rates.
engaged in collaborative problem-solving in the school (MV

Table 4: Levels of Professional Development

Items SD Mean D.E.

Setting high expectations for myself, the students, and the school. 0.619 4.22 Very High
Enhancing what is in the curriculum guide used by the school to fit 0.597 4.22 Very High
learners’ needs.
Being aware of the school’s direction in terms of curriculum planning, 0.547 4.34 Very High
and delivery.
Incorporating new insights, knowledge, or activities for students to 0.585 4.18 High
learn.
Being equipped with the 21st skills in delivering the lessons to the 0.562 4.50 Very High
students.
Being open to any improvements and more possibilities. 0.589 4.55 Very High
Encouraging students to express their thoughts. 1.072 3.24 Moderate
Being limited in delivering the content of the curriculum. 0.544 4.42 Very High
Providing opportunities for students to reflect on what they have 0.574 4.54 Very High
learned.
Being ready to be trained. 0.607 4.38 Very High
Providing opportunities for independent or group learning to promote 0.578 4.58 Very High
depth of understanding of content.
Considering everyone’s value. 0.597 4.37 Very High
Accommodating group or subgroup differences (e.g., through individual 0.922 3.92 High
conferencing, task assignment, etc.)
Motivating the few to comply with their tasks. 0.648 4.18 High
Encouraging others to use multiple interpretations ofevents 0.919 3.84 High
Relating to a few with care. 0.563 4.29 Very High
Allowing myself to discover key ideas through structured activities 0.597 4.39 Very High
provided by the school.
Seeing events as opportunities for growth. 0.562 4.36 Very High
Employing brainstorming techniques in developing myself or with the 0.569 4.54 Very High
group.
Checking the outputs of students. 0.574 4.38 Very High
Employing brainstorming techniques in developing myself or with the 0.588 4.37 Very High
group.
Considering challenges as a burden to carry through. 1.152 3.11 Moderate
Seeking support from others in handling problems. 0.461 4.13 High
Encouraging others to explore the solutions to problems. 0.608 4.26 Very High
Engaging in problem identification and solution in the workplace. 0.651 4.13 High
Working alone to avoid problems and conflicts in the workplace. 1.043 3.17 Moderate
Working to distantiate the problem until it is solved. 0.917 3.55 High
Involving in solution-finding activities and comprehensive situation 0.631 4.02 High
articulation.

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Delegating others to make workloads lighter. 0.838 3.77 High
Finding ways and means to solve work-related issues. 0.593 4.21 Very High
Updating myself on the new trends of learning. 0.560 4.45 Very High
Considering research is a tiresome endeavor and an expense. 1.037 3.27 Moderate
Participating in the online training for updating. 0.599 4.25 Very High
Applying gathered results in research. 0.690 3.95 High
Viewing research as a long and heavy process of learning. 0.927 3.61 High
0.575 4.25 Very High
Taking new trends in learning as a challenge.
Encouraging students to determine the implications of the findings 0.567 4.23 Very High
Providing opportunities for students to analyze data and presenting it in 0.619 4.19 High
appropriate charts, graphs, or tables.
Encouraging colleagues to further their learning. 0.636 4.19 High
Finding research helpful for future 0.612 4.34 Very High

Overall 0.381 4.12 High

Presented in Table 4 is the level of professional most effective when targeting improving teachers’ values in
development with an overall weighted mean score of 4.12, a addition to enhancing related skills.
standard deviation of 0.3811, and a verbal interpretation of
High. For specific items’ results, 23 of the variables got the Challenges are sometimes, considered as one of the
highest means with a verbal description of Very High while burdens to carry through as brought about in one of the
13 items have the lower means and have a verbal description indicators with the lowest mean and moderate descriptive
of High. level as Alvarez, et al.,(2020) cited that teachers
encountered different personal and work-life circumstances
On the other hand, the items with the lowest means which in turn hinder their capability to engage in continuing
and have a verbal description of Moderate are: encouraging professional learning. Pursuing continuing professional
students to express their thoughts (MV = 3.24), considering development is a problem for many teachers due to personal
challenges as a burden to carry through (MV = 3.11), and or work-related uncertainties. Therefore, understanding the
working alone to avoid problems and conflicts in the teachers' perception of learning in professional development
workplace (MV = 3.17), and considering research, a is important as it will provide policymakers with an
tiresome endeavor and an expense (MV = 3.27). Bowman et alternative avenue to rethink and redesign CPD program
al., (2022) clarified that values facilitate the influence of PD offerings.
exposure for integration. It is suggested that PD may be

Table 5: Significance of the Relationship between Levels of Teamwork and Engagements

Engagement
Teamwork
Cognitive Emotional Social Psychological Overall
Team Structure .576* .552* .614* .180* .567*
(0.000) (0.000) (0.000) (0.000) (0.000)
Leadership .519* .492* .558* .609* .667*
(0.000) (0.000) (0.000) (0.000) (0.000)
Situation Monitoring .603* .575* .609* .443* .672*
(0.000) (0.000) (0.000) (0.000) (0.000)
Communication .544* .550* .579* .254* .572*
(0.000) (0.000) (0.000) (0.000) (0.000)
.684* .662* .721* .458* .758*
Overall
(0.000) (0.000) (0.000) (0.000) (0.000)
*Significant at 0.05 significance level

Contained in Table 5 are the results of the relationship (2022), the standard of teacher services can be raised by
between levels of teamwork and engagement. As noted in teamwork that emphasizes shared objectives, member
the hypothesis, the relationship was tested at a 0.05 level of engagement, valuing togetherness, communication,
significance. The overall r value of .758 with a p-value of complementarity, and sharing. The quality of teaching
<0.05 signified the rejection of the null hypothesis. It services can be enhanced by work engagement that
revealed too that all indicators of teamwork positively emphasizes work, competence, the importance of work,
correlated with engagements- team structure (r = .567), development possibilities, level of performance, and interest
leadership (r = .667), situation monitoring (r = .672), and in goals.
communication (r =.572). As stressed by Rais & Rubini,

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Table 6: Significance of the Relationship between Levels of Teamwork and Work Conditions
Work Conditions
Teamwork
Overall
Team Structure .699*
(0.000)
Leadership .474*
(0.000)
Situation Monitoring
.560*
(0.000)

Communication .582*
(0.000)
.706*
Overall
(0.000)
*Significant at 0.05 significance level.

Shown in Table 6 are the results of the test on the are aware of their responsibilities and roles, as well as the
relationship between teamwork and work conditions. The significance of their output being relied upon by the rest of
overall values reveal a positive and significant relationship their team, team members will be driven to share the same
between teamwork and work conditions (r = .706, p<.05). work values (Quines &Piñero, 2022).Further, for teachers in
Further, all indicators of teamwork correlate positively with this generation to lead and communicate effectively, they
work conditions, namely team structure (r = .699, p<.05), must be inclusive, exhibit sincerity, adaptability, warm
leadership (r = .474, p<.05), situation monitoring (r = .560, communication, a horizontal relationship, consistent
p<.05), and communication (r = .582, p<.05). Teamwork behavior, supportive behavior, inspiring students, problem-
allows employees to work effectively. When team members solving, and a smile.

Table 7: Significance of the Relationship between Levels of Teamwork and Professional Development
Professional Development
Teamwork
Overall
Team Structure .663*
(0.000)
Leadership .532*
(0.000)
Situation .731*
Monitoring (0.000)
Communication .803*
(0.000)
.832*
Overall
(0.000)
*Significant at 0.05 significance level.

Identified in Table 7 are the test results of the correlate positively with professional development, namely
relationship between teamwork and professional team structure (r=.663, p<.05), leadership (r=.532, p<.05),
development. As can be congregated from the hypothesis, situation monitoring (r=.731, p<.05), communication
the relationship was tested at a 0.05 level of (r=.803, p<.05).Lysberg, J. (2022) quoted that collaborative
significance.The overall values reveal a positive and efforts of teachers increase understanding which creates
significant relationship between teamwork and professional learning.
development (r=.832, p<.05). All indicators of teamwork

Table 8: Significance of the Relationship between Levels of Work Conditions and Engagements
Engagement
Work Conditions
Cognitive Emotional Social Psychological Overall
.630* .578* .651* .276* .635*
Overall
(0.000) (0.000) (0.000) (0.000) (0.000)
*Significant at 0.05 significance level.

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Contained in Table 8 arethe test results of the p-value of p<.05, rejecting the null hypothesis. The overall
connection between work conditions and engagements. As result shows that work conditions are positively linked with
can be picked up from the hypothesis, the relationship was engagements. The results further revealed that teachers need
tested at a 0.05 level of significance. It revealed then a to be authentic to build positive relationships with students.
positive and significant relationship between the indicators Thus, work conditions would probably rise the secondary
of work conditions and engagements specifically, cognitive teachers’ engagement. Teachers learn by interacting
(r = .630), emotional (r = .578), social (r = .651), and (Leite&Havu-Nuutinen, 2022).
psychological (r = .276). The overall R-value is .635 with a

Table 9: Significance of the Relationship between Levels of Professional Development and Engagements
Professional Engagement
Development Cognitive Emotional Social Psychological Overall
.656* .618* .637* .349* .674*
Overall
(0.000) (0.000) (0.000) (0.000) (0.000)
*Significant at 0.05 significance level.

Showcased in Table 9 is the relationship between teachers' levels of professional development positively
professional development and engagements. As shown in correlate with teachers’ engagements since the overall R-
the hypothesis section, the relationship was tested at a 0.05 value is .674 with a p-value of p<.05, rejecting the null
level of significance. The results revealed a positive and hypothesis. It goes to show that professional development
significant relationship between the indicators of would likely increase teachers’ engagement in the different
professional development and engagements, specifically, secondary schools.Li et al., (2022) quoted that teachers’
cognitive (r = .656), emotional (r = .618), social r = .637), work engagement positively projected participation in CPD.
and psychological (r = .349). The results reflect that the

Table 10: Mediating Effect: Path Analysis (Significant Partial Double Mediation)
ESTIMATES
PATH Unstandardized Standardized SE C.R. P

Teamwork ProfDevelop .899 .832 .029 30.953 ***

Teamwork Work Conditions .768 .706 .037 20.550 ***

ProfDevelop Engagements .113 .124 .050 2.234 .025

Teamwork Engagements .512 .520 .062 8.230 ***

Work Conditions Engagements

.173 .191 .039 4.418 ***

Using path analysis, Table 10 shows the mediating every unit increase in teamwork corresponds to a rise in
effect of TW (teamwork) on PD (professional development) engagements with a standard error of .062 and Path WC
as reflected in Table 10 which revealed a significant (work conditions) to E (engagements) manifests significant
regression with p<0.001. This path signifies that every unit regression with<0.001 which further indicates that every
rise in teamwork corresponds to a .899-unit increase in unit growth in work conditions corresponds to an increase in
professional development with a standard error of .029. Path engagements with a standard error of .039.
TW (teamwork) to WC (work conditions) revealed a
significant regression with p<0.001 which indicates that With these, the result exhibited significant partial
every unit increase in teamwork corresponds to a .768-unit double mediation among variables as supported by
increase in work conditions with a standard error of .037. Fernandez-Rio et al., (2022)thatwhether they are physically
While Path PD (professional development) to E or virtually, a team is more than just a collection of
(engagements) also shows significant regression with individuals. Learning in a group setting is a powerful tool
<0.001 indicating that every unit increase in professional for preparing teachers for the interpersonal situations in
development corresponds to a 0.113-unit increase in which they will eventually have to grow. These teachers will
engagements with a standard error of .050. Moreover, Path then instruct students who need to develop their personal
TW (teamwork) to E (engagements) demonstrates and social skills. Team learning enhances transferable
significant regression with <0.001 which further infers that abilities like leadership, teamwork, and reflection.

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Fig. 2: The Mediating Effects of Work Conditions and Professional Development on the Relationship between Teamwork and
Teachers Engagement

Figure 2 shows the mediating effects of work The above results are further explained by Rais &
conditions and professional development on the relationship Rubini’s (2022) idea that the caliber of teacher services can
between teamwork and teachers’ engagement. Teamwork in be raised through teamwork that prioritizes group
terms of team structure, leadership, situation monitoring, objectives, active participation of members, togetherness,
and communication directly influenced teacher engagement. communication, complementarity, and sharing. The quality
Work conditions in terms of professionalism, teaching of teacher services can be enhanced by work engagement
instructions, school community support, and safety directly that places an emphasis on active participation in work,
influenced teacher engagement. Professional development in competence, the importance of work, development
terms of curriculum planning and delivery, accommodation opportunities, level of performance, and interest in
for individual differences, problem-solving, and teacher organizational goals. The above results affirmed the theory
strategies directly affected teacher engagement. While work of Khan on Teacher engagement that when fully
conditions and professional development doubly mediated implemented, individuals will be motivated to effectively
teacher engagement. engage themselves with the team. This theory serves as a
guiding tool for the teachers to understand fully engagement
which is truly grounded on teamwork, work condition, and
professional development.

Table 11: Total, Direct, and Indirect Effects

95% CI
Effect b Lower Upper

Total 7467 .6854 .8080

Direct .5124 .3927 .6321
Indirect (mediation) .2343 .1347 .3385
The total effect of .7467 is the combined indirect and conditions with an estimated value of .768, a standardized
direct effect, as reflected in Table 11. The indirect effect of estimate of .037, and a critical ratio of 20.550. Teamwork
.2343 implies the impact of teamwork on engagements when shows a significant relationship to engagement with an
mediated by work conditions and professional development. estimated value of .512, a standardized estimate of .062, and
The results mean that an increase in teamwork for every unit a critical ratio of 8.230. Moreover, work conditions manifest
corresponds to a .2343-unit in teachers’ engagements a significant relationship with engagement with an estimate
intermediated by work conditions and professional of .173, a standardized estimate of .039, and a critical ratio
development. The findings of the study of Bergmark, (2020) of 4.418. On the other hand, professional development
confirmed that the teachers’ professional learning entailed shows a great probability of error in engagement with the P
changes in the ways they think, act, and relate to others in value of .025. This implies that the P value is significant at
other areas like research and collaboration. a .01 with the critical ratio (CR) greater than 1.96, a
regression weight when the significance is at the .05 level or
The table above shows teamwork has a significant better, that is, the estimated path perimeter is significant.
influence on professional development with an estimated Since the level of significance is .05, thus all variables are
value of .899, a standardized estimate of .029, and a critical significant.
ratio of 30.953. In the same manner, teamwork to work

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Table 12: Regression Weights: (Group number 1 - Default model)
Estimate S.E. C.R. P Label
ProfDevelop <--- Teamwork .899 .029 30.953 ***
Work Conditions <--- Teamwork .768 .037 20.550 ***
Engagements <--- ProfDevelop .113 .050 2.234 .025
Engagements <--- Teamwork .512 .062 8.230 ***
Work
Engagements <--- .173 .039 4.418 ***
Conditions

The table above shows teamwork has a significant communication and teamwork skills are the most requested
influence on professional development with an estimated and necessary soft skills for future professionals.
value of .899, a standardized estimate of .029, and a critical
ratio of 30.953. In the same manner, teamwork to work B. Teachers’ Engagement
conditions with an estimated value of .768, a standardized Overall, there is a high level of teacher engagement. All
estimate of .037, and a critical ratio of 20.550. Teamwork metrics, including those for cognitive, emotional, social, and
shows a significant relationship to engagement with an psychological functioning, showed high ratings. These
estimated value of .512, astandardized estimate of .062, and findings imply that there is a high level of engagement
a critical ratio of 8.230. among secondary public-school teachers. This is
corroborated by Chen & Cao (2022), who quantified that a
Moreover, work conditions manifest a significant successful step-by-step plan for involving teachers at
relationship with engagement with an estimate of .173, a different stages of curriculum development is outlined to
standardized estimate of .039, and a critical ratio of 4.418. encourage holistic development in the field of professional
On the other hand, professional development shows a great practice. Cherkowski et al. (2022) quantified engagement as
probability of error in engagement with the P value of .025. a potential avenue for learning about an organization's
This implies that the P value is significant at a .01 with the character and how it affects teachers' well-being at work.
critical ratio (CR) greater than 1.96, a regression weight
when the significance is at the .05 level or better, that is, the Teachers are fully engaged in their work, have fully
estimated path perimeter is significant. Since the level of displayed their physical, emotional, and cognitive abilities,
significance is .05, thus all variables are significant. and are produced to the fullest extent without any restraint
in exhibiting their holistic abilities. Work engagement is
The results are made stronger by the analyses of the also a reflection of the person performing the task. To
study of De Simone, (2020) which proved the importance of encourage comprehensive engagement in this field of
collaborative learning in professional development professional practice, a strategy for involving teachers at
experiences. Professional development provides knowledge various stages of curriculum development is also presented
to design more effective experiences. (Kahn, 2021); (Alazmi& Al-Mahdy, 2022).

V. DISCUSSION Due to the fact that teachers who are genuinely

invested in their work are more committed, happier, and less
This chapter presents the data on teamwork, teacher likely to leave their position, as well as producing better
engagements, work conditions, and professional work related to educational reforms, it is necessary for
development in public school secondary teachers. teachers to be actively involved in their work if they want
education to develop sustainably. Teachers should also have
A. Teamwork a positive attitude toward their jobs. (Cai et al., 2022). It was
The data gathered indicate that there is high overall discovered that teachers' work engagement was a predictor
teamwork. Leadership, situational awareness, and of their level of professional consciousness. (Fute et al.,
communication are the indicators with detailed verbal 2022).
descriptions. The only indicator with a rating of Very High
is team structure. These findings suggest that excellent C. Work Conditions
teamwork is frequently visible among secondary school Verbal descriptions for the majority of the work
teachers in public institutions. The outcomes mentioned conditions indicators were Very High. According to Kraft et
above are supported by Awuor et al., (2022). In al. (2020), a sudden, significant decline in teachers' sense of
collaborative learning environments, he argued that teachers success was caused by the pandemic and the switch to
increase group efficacy and raise learning satisfaction. emergency remote teaching. Additionally, it demonstrated
Teamwork, according to Rais & Rubini (2022), emphasizes how successful people thrive in environments that are
group objectives, members' active participation, placing a supportive, such as schools. Workplace settings favor a
priority on unity, and communicating with one another. more excellent state of mind toward their work, enhance
Teachers' dedication to the organization is influenced by all their professional lives, and allow for the development of
teamwork indicators. That is to say, the more committed teachers with their peers and students. (Coelho, et al., 2023).
teachers are to their organization, the stronger the teamwork In order to improve the working conditions for teachers,
(Koswara, et al., (2021). Analysis of research conducted by new processes and insights must be developed.
Pavlenko & Pavlenko, (2021) has shown too that

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D. Professional Development G. Significance of the Relationship between levels of
Regarding the development and delivery of curricula, Teamwork and Professional Development
consideration of individual differences, research methods, The relationship between levels of teamwork and
and problem-solving techniques, the professional professional development is found to be both positive and
development respondents gave these areas high marks. It is significant. As Lysberg, (2022) explains, teachers'
stated that the overall mean is High. According to Bowman professional learning through collaborative effort enhances
et al.'s study from 2022, professional interaction at work is a knowledge in authentic settings and unpacks the capabilities
crucial component of professional development. This to author their pedagogical changes; teachers are potentially
finding is in line with that study. Professional development becoming better equipped to facilitate students' learning by
is one method of effectively assisting teachers. In addition to offering them a richer set of learning opportunities.
enhancing technology-related skills, professional Teachers' teams operate in a collective zone of proximal
development may be most effective when it focuses on development when exploring practice problems and sharing
enhancing teachers' values. In other words, better- ideas and suggestions for possible solutions.
coordinated efforts are required to develop vertical
professional development across the entire school. H. Significance of the Relationship between Levels of Work
Condition and Engagement
Bergmark, U. (2020) also noted that performativity Work conditions and teacher engagement revealed a
and accountability have had an impact on teachers' positive and significant relationship between the indicators
professional development, resulting in teachers' limited of teacher engagement. It implies that having a positive
ownership of professional development procedures and school climate would likely increase teacher engagement.
decreasing relevance for teaching practice. According to the findings, Coyle et al, (2022) asserted that
teachers' engagements and the school environment are
E. Significance of the Relationship between Levels of inextricably linked. Thus, improving the components of the
Teamwork and Engagement school climate that lead to teacher engagement will increase
A significant relationship was discovered when the motivation to implement innovative educational methods.
relationship between teamwork and engagement was tested.
This finding implies that teacher collaboration is related to I. Significance of the Relationship between Levels of
student engagement. Positive teamwork, in other words, Professional Development and Engagement
would almost certainly increase engagement. This finding The test of the relationship between professional
backs up Mughal et al.'s (2020) study, which stated that the development for teachers and engagement for teachers
interrelationship between team and coworker is an important reveals a positive and significant relationship between the
aspect that specifically highlights the interpersonal aspects two variables. This suggests that professional development
of employee engagement, constituting interpersonal for teachers would likely increase teachers' engagement with
relationships and supportive teams, thus contributing to public secondary teachers. This result supported the ideas of
employee engagement. Employee engagement is one of the Yang et al., (2022) that all professionals must be
most important tools for gaining a competitive advantage continuously involved in their PD to stay current in the field
over others. The work environment is a significant factor and maintain a competitive edge over others. Similarly,
that influences employee engagement. professional development for teachers has become essential
for individuals concerned with their own learning and
F. Significance of the Relationship between Levels of growth, as well as those seeking to improve student
Teamwork and Work Condition achievement. Professional development for teachers can be
The relationship between teamwork and working accomplished effectively and affordably by encouraging and
conditions is positive and significant. This suggests that facilitating teachers, as well as providing constructive
effective teamwork would likely increase the attainment of feedback on good solutions to problems.
ideal work conditions, which is consistent with the study
result conducted by Mendonça et al. (2021), which found J. Mediating Effect of Professional Development and Work
that employee involvement completely arbitrated the effect Condition
of work conditions and teamwork. It is discovered using path analysis that professional
development and work conditions partially mediate the
Furthermore, Nelson, (2021) demonstrated that relationship between teamwork and engagement. The partial
teamwork plays an important role in the work environment mediation could not establish that professional development
of teachers; similarly, workplaces must support development and working conditions influence teachers' participation. It
and implementation, dynamic organizational activities, and can only imply that professional development and working
employee needs for balanced collaboration, as well as other conditions can explain a portion of how teamwork
work processes in the achievement of the ultimate goal. influences teachers' engagement. Teachers' school
Desiriani, (2023) confirmed that teachers who worked in conditions and engagements are linked and allied, according
sites with superior instructional support perceived their work to Coyle et al, (2022). Similarly, the finding stated that
environments more positively across multiple dimensions. teacher professional development had a significant
Zhang et al., (2021) agreed that activities should be planned association with teacher involvement. (Yang et al., 2022).
to encourage teachers to collaborate as a team. As a result, in order to stay current in their field and
maintain a competitive advantage, all professionals must be
actively involved in their field.

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K. Total, direct, and indirect effects look into issues on both sides, show care, and avoid blaming
The combined indirect and direct effect is 0.7467, as others. Bullying, which has the lowest means of results,
shown in Table 11. The indirect effect of.2343 suggests that must be addressed in order to help learners and educators
teamwork has an impact on engagements when it is realize their dreams in a more secure work environment.
mediated by work conditions and professional development. Supporting faculty members instead of washing their hands
According to the findings, a.2343-unit increase in teamwork when they find themselves in unpleasant situations can also
corresponds to a.2343-unit increase in teacher engagement, improve the work environment.
which is mediated by work conditions and professional
development. It is generally desired to establish and raise levels of
planning and thought while also enhancing the social and
VI. CONCLUSION AND RECOMMENDATION professional aspects of the teachers in order to combat
boredom in the classroom. As these are equally crucial
A. Conclusion factors for better teaching performances in the schools
The study's conclusions were drawn based on its where secondary teachers belong, implications regarding
findings. The project's findings supported the theories on programs and activities that may reinforce secondary
collaboration and teachers' participation in the regulating teachers' understanding of engagement, teamwork, work
roles of the workplace environment and professional growth conditions, and professional development may be realized. It
in public school teachers. Results showed that teamwork and is also suggested that additional research be done to look at
working conditions have a positive and significant other variables that could mediate the relationship between
relationship with overall values. There is a correlation engagement, teachers' professional development, and other
among each variable's indicators. Data thus indicate a variables for the purposes of the local study. Finally, a
favorable relationship between engagement and teamwork. dissemination strategy should be launched through a
seminar or the study's findings should be published in a
The results also provide a thin enough thread of reputable national or international journal. This action plan
evidence that collaboration is crucial for enhancing should increase teachers' engagement.
secondary teachers' engagement. In other words, the results
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