Assessing the Professional Skills and Teaching Engagement among Elementary School Teachers, Division of Sulu: Teacher’s Perspective

This research investigated the extent of professional skills and teaching engagement among elementary educators within the Division of Sulu for the academic year 2024–2025. Utilizing a descriptive-correlational research approach, the study followed the framework outlined by Bless and Higson-Smith (1995), which views research framework used as a structured guide for data collection, analysis, and interpretation. The study focused on elementary school teachers employed during the specified school year, regardless of their rank or employment status. A purposive non-probability sampling technique was applied, selecting 200 teacher-respondents based on their availability. The sample was carefully chosen to reflect diversity in gender, age, civil status, years of service, and educational background. Findings revealed that the teachers generally possess a high degree of professional competence and exhibit strong engagement in their teaching roles. While gender and educational attainment showed significant effects on professional skills, no demographic variables had a notable influence on teaching engagement. Furthermore, a moderate a favorable connection was noted between professional skill levels and teaching engagement, suggesting that educators with stronger professional capabilities are more likely to demonstrate higher engagement in their work. These results reinforce established models of professional development and underscore the value of advanced education in shaping teacher perspectives.