Teachers&rsquo; Self-Awareness, Work Engagement, and Performance: Basis for Personality Enhancement Program

Yvonne  P. Cruz,; Mayolita  T. Angel,

Teachers’ Self-Awareness, Work Engagement, and Performance: Basis for Personality Enhancement Program

Discipline: Education

Abstract:

This study aimed to determine teachers' self-awareness level and its influence on their work engagement and performance. A lack of knowledge regarding the effects of self-awareness on these areas highlighted a knowledge gap, which this research sought to address. The study employed a descriptivecorrelational research design using the standardized Myers-Briggs Company Self-Awareness Questionnaire. The instrument demonstrated internal consistency reliability scores of 0.870 (reflection), 0.759 (insight), 0.689 (mindfulness), and 0.690 (rumination). The study was conducted in Dauin, Negros Oriental, with a sample of 168 teachers. The statistical tools used included the mean, percentage, multiple linear regression, partial r, and the Kruskal-Wallis H-test. Ethical protocols set by the Foundation University Ethics Committee were strictly followed. Key findings revealed that teachers’ self-awareness levels were rated as “Moderate” in insight, reflection, and mindfulness, but “High” in rumination. Their level of work engagement was classified as “Very High,” with a weighted mean of 4.21. Based on the Individual Performance Commitment and Review Form (IPCRF), teacher performance was rated “Very Satisfactory,” with a mean score of 4.181. A significant relationship was found between self-awareness and work engagement, as indicated by a pvalue of 0.002. Moreover, insight, reflection, and rumination emerged as key predictors of performance. These findings suggest that many teachers may lack awareness of their strengths and weaknesses and the impact their behavior may have on others.

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