Mediating Role of Work Engagement on Job Motivation and Organizational Commitment of Public Senior High School Teachers

Aim: This research examines the correlation between job motivation, organizational commitment and work engagement within the context of public senior high school teachers in the Province of Tarlac.Methodology: This study utilized a descriptive-correlational research design to gather data from a sample of 213 tenured teachers across three big schools.The research concentrated on essential motivational factors, including physiological needs, safety, belongingness, esteem, and self-actualization.This research investigates the three dimensions of organizational commitment: affective, continuance, and normative.Additionally, it analyzes work engagement through the lenses of vigor, dedication, and absorption. Results:The findings indicate that, although public senior high school teachers exhibit a significant degree of commitment and engagement, factors such as financial dissatisfaction and work-life balance challenges have an impact on their motivation levels.The findings suggest that the link between job motivation and organizational commitment is partially influenced by work engagement, highlighting its significant role in enhancing this connection. Conclusion:The research highlights the importance of tailoring human resource management strategies to sustain teacher engagement across diverse regions.Various initiatives, including local recognition programs, leadership training, career advancement opportunities, mentorship systems, equitable task distribution, and financial support mechanisms, have the potential to significantly enhance employee commitment and work involvement.A positive and encouraging work environment can significantly increase teacher engagement, potentially resulting in enhanced performance and a more enriched learning experience for students.