KINDERGARTEN TEACHERS' EFFICACY, WORK ENGAGEMENT, JOB SATISFACTION AND SUPERVISORY NEEDS

This study examined the influence of respondents’ profile, efficacy, job satisfaction, and supervisory needs on work engagement among kindergarten teachers in the Division of Bohol for the school year 2025–2026. Specifically, it described the respondents’ profile in terms of years of teaching experience, undergraduate program, highest educational attainment, and trainings attended, and determined their levels of efficacy, work engagement, job satisfaction, and supervisory needs. A predictive research design was employed using a survey questionnaire administered to 286 kindergarten teachers from selected sub-congressional districts. Data were analyzed using frequency, percentage, weighted mean, and multiple linear regression. Findings revealed that teachers demonstrated a high level of efficacy, were highly engaged in their work, and were very satisfied with their jobs. However, they exhibited a high level of supervisory needs. Efficacy and job satisfaction were found to be significant positive predictors of work engagement. In contrast, supervisory needs, years of teaching experience, training, and undergraduate program were not significant predictors. Among the categories of highest educational attainment, having a Diploma in Early Childhood Education was associated with higher work engagement, while being at the CAR doctoral level was associated with lower engagement. The study concluded that work engagement among kindergarten teachers is primarily influenced by efficacy and job satisfaction, along with specific educational qualifications. It is recommended that school leaders implement district-based training programs focused on strengthening supervisory support in curriculum planning and inclusive classroom practices. Future studies may explore additional variables and incorporate qualitative approaches to further understand teachers’ work engagement.