School Climate and Its Effect on Teachers’ Work Engagement and Performance

School climate is critical in determining the attitudes of teachers, their engagement, and job performance. The aim of the study was to determine the correlation between school climate, work engagement, and work performance of the teachers at the elementary schools in the Division of Tangub City, Misamis Occidental, during the School Year 2024-2025. This research targeted five elements of school climate including supportive leadership, collegial relations between teachers, organizational clarity, student-teacher relations and classroom environment, three elements of work engagement, including vigor, dedication, and absorption, and four aspects of work performance, including instructional delivery, professional responsibility, interpersonal relationships and classroom management. The research design used was quantitative descriptive-correlational research design, which entailed a sample of 156 teachers that were chosen using stratified random sampling. A validated researcher-developed questionnaire was used to collect the data with reliability coefficient of 0.85 and was analyzed in terms of mean, standard deviation, and Pearson correlation. The findings indicated that school climate (M = 3.054) and work engagement (M = 3.144) were both high and work performance of teachers (M = 3.300) was very high. The Pearson’s r analysis revealed that school climate had a strong and significant positive relationship with the work engagement (r = 0.85, p = 0.001) and the work performance (r = 0.78, p = 0.001) of teachers. The study arrives at the conclusion that positive and supportive school climate promotes the involvement and performance of teachers to the achievement of effective teaching and professional growth.