TEACHERS’ SELF-CARE ENGAGEMENT, LEARNER ENGAGEMENT, AND CLASSROOM PRODUCTIVITY IN SELECTED ELEMENTARY SCHOOLS IN FLORA DISTRICT

Abstract

This study determined the levels of teachers’ self-care engagement, learner engagement, and classroom productivity, and examined the relationships among these variables in selected elementary schools in Flora District, Apayao. Grounded in Self-Determination Theory, Prosocial Classroom Model, Conservation of Resources Theory, Social Cognitive Theory, and Learner Engagement Theory, the study employed a quantitative descriptive-correlational design. Fifteen purposively selected elementary teachers from five public schools participated. Data were collected using an adapted structured questionnaire measuring four domains of teacher self-care, three dimensions of learner engagement, and four indicators of classroom productivity. Data were analyzed using mean and Pearson r. Findings revealed that teachers exhibited a Very High level of self-care engagement (M = 4.55), with professional self-care highest (M = 4.75) and physical self-care lowest but still Very High (M = 4.36). Learner engagement was High overall (M = 4.16), with emotional engagement rated Very High (M = 4.27). Classroom productivity was Very High (M = 4.57), with effective instruction obtaining the highest mean (M = 4.76). Significant positive relationships were found between teachers’ self-care and learner engagement (r = 0.72, p = .002), teachers’ self-care and classroom productivity (r = 0.64, p = .011), and learner engagement and classroom productivity (r = 0.81, p < .001). The study concludes that higher teacher self-care engagement is associated with higher learner engagement and classroom productivity in rural elementary contexts. Results underscore the importance of teacher well-being in fostering positive classroom outcomes. It is recommended that schools implement wellness programs to sustain teacher self-care, particularly in the physical domain. Future research should triangulate teacher perceptions with student self-reports and classroom observations.