# Operational Support and Innovative Work Behavior as Predictors of Teacher Engagement among Public Elementary School Teachers

Aljon B Amarila, Josephine B Baguio

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Aljon B Amarila, Josephine B Baguio. Operational Support and Innovative Work Behavior as Predictors of Teacher Engagement among Public Elementary School Teachers. Asian Research Journal of Arts & Social Sciences, 2025, 23 (7), pp.78-89. 10.9734/arjass/2025/v23i7729. hal-05217184

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# Operational Support and Innovative Work Behavior as Predictors of Teacher Engagement among Public Elementary School Teachers

Aljon B. Amarila a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/arjass/2025/v23i7729

### Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138766

Received: 19/04/2025

Accepted: 21/06/2025

Published: 25/06/2025

### Original Research Article

## ABSTRACT

Teacher engagement has become an increasingly critical issue in education, as many schools face challenges in sustaining motivation and performance among teaching personnel amidst evolving demands and expectations. This study aimed to determine if operational support and innovative work behavior significantly predict teacher engagement among public elementary school teachers in Sto. Tomas District, Division of Davao del Norte. A correlational type of survey design was employed, involving a sample of 178 teachers from public elementary schools in Sto. Tomas District, Division of Davao del Norte. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>* Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
multiple linear regression analyses were utilized to analyze the collected data. The findings
revealed that operational support (Mean=3.58; SD=1.06), innovative work behavior (Mean=3.90;
SD=1.10), and teacher engagement (Mean=3.98; SD=1.09), were described as extensive.
Correlation analysis indicated significant relationships between operational support (r-value=0.67; p-
value=0.000) and innovative work behavior (r-value=0.72; p-value=0.000) on teacher engagement.
Furthermore, both operational support and innovative work behavior significantly predicted teacher
engagement (r= 0.75; p-value = 0.000). It is recommended that school administrators continue to
strengthen operational support by fostering a collaborative and inclusive work environment that
promotes creativity and personal commitment. Encouraging innovative work behavior through
platforms for idea generation and experimentation may further enhance teaching effectiveness.
Sustained teacher engagement can also be achieved through targeted professional development
and collaborative opportunities.

Keywords: Operational support; innovative work behavior; teacher engagement; descriptive correlational; education.

# 1. INTRODUCTION

Teacher engagement has become a pressing concern in the education sector due to its significant impact on student outcomes, school performance, and the overall well-being of educators (Harper-Hill et al., 2022). When teachers are disengaged, they are more likely to exhibit low motivation, reduced productivity, and higher turnover intentions, which can adversely affect the quality of education (Woodcock et al., 2022). Challenges such as increasing workload, lack of administrative support, limited autonomy, and emotional exhaustion contribute to declining engagement levels (Li et al., 2022). In the long term, disengagement may result in burnout and a diminished commitment to teaching, making it essential to explore the factors that influence and sustain teacher engagement.

Globally, teacher engagement has been widely recognized as a critical element of educational effectiveness. In the United States, efforts to improve teacher engagement include enhancing teacher leadership and providing avenues for professional growth (Conan Simpson, 2021). Meanwhile, in Japan, one of the world's top-performing education systems, high teacher autonomy and trust are linked to high engagement levels (Christopher, 2024). In Singapore, the government invests in continuous teacher development, enabling educators to stay innovative and committed (Ro, 2020). These international practices reflect a growing awareness that systemic support and innovative work behavior play a vital role in ensuring that teachers remain engaged and effective in their profession.

In the Philippines, the issue of teacher engagement is equally significant. While

teachers demonstrate dedication to their roles, many experience challenges such as lack of resources, administrative burden, and limited professional advancement opportunities (Maguate et al., 2024). Reports from the Department of Education and various academic studies highlight the prevalence of job dissatisfaction and emotional fatigue among public school teachers, particularly in under-resourced areas (Pasique & Maguate, 2023). Despite reforms in the K to 12 Basic Education Program, sustaining teacher engagement remains a key concern, especially in public elementary schools where teachers are often overextended (Bullo et al., 2021).

The interplay between operational support and innovative work behavior is increasingly recognized as essential to teacher engagement. Operational support refers to the extent to which schools provide resources, guidance, and administrative assistance, enabling teachers to perform their duties efficiently (Tao et al., 2022; Xu et al., 2023). Innovative work behavior, on the other hand, reflects a teacher's capacity to generate, promote, and apply new ideas in the classroom (Jones, 2020; Scull et al., 2020). When schools offer adequate operational support, teachers may feel empowered to explore creative approaches to teaching, which in turn strengthens their engagement (Abaci et al., 2021; Tang et al., 2022). However, the specific influence of these variables on teacher engagement in the Philippine public school context remains underexplored.

Existing literature has primarily focused on either organizational factors or individual teacher behaviors in isolation, without thoroughly examining their combined effects on
engagement. Most studies are concentrated in urban settings or secondary education, leaving a gap in understanding how operational support and innovative work behavior influence engagement among public elementary school teachers in rural districts. Furthermore, there is limited empirical evidence in the Philippine context that integrates these variables into a predictive model of teacher engagement. This gap highlights the need for research that captures the unique experiences of elementary teachers in local districts, especially amid ongoing educational reforms and resource challenges.

This study aimed to determine if operational support and innovative work behavior significantly predict teacher engagement among public elementary school teachers in Sto. Tomas District, Division of Davao del Norte. By identifying the degree to which these factors influence engagement, the findings may offer practical insights for school administrators and policymakers to design more targeted support systems and foster a more dynamic and committed teaching workforce.

## 1.1 Statement of the Problem

This study aimed to determine if operational support and innovative work behavior significantly predict teacher engagement among teachers in public elementary institutions in Sto. Tomas District, Division of Davao del Norte. Specifically, it sought answers to the following questions:

1. What is the extent of operational support of public elementary school teachers in terms of:

1. Support for creativity,

2. Tolerance of differences, and

3. Personal commitment?

2. What is the extent of the innovative work behavior of public elementary school teachers in terms of:

1. Idea Generation,

2. Idea exploration, and

3. Idea Championing?

3. What is the extent of teacher engagement in public elementary school teachers in terms of:

1. Emotional engagement,

2. Social engagement, and

3. Cognitive engagement?

4. Is there a significant relationship between:

1. Operational support and teacher engagement and

2. Innovative work behavior and teacher engagement?

5. Which domains of operational support and innovative work behavior significantly predict teacher engagement in public elementary school teachers?

## 1.2 Hypotheses

The null hypotheses were tested at 0.05 level of significance:

Ho1. There is no significant relationship between Operational support and innovative work behavior on teacher engagement in public elementary school teachers.

Ho2. None of the domains of operational support and innovative work behavior significantly predict teacher engagement in public elementary school teachers.

# 2. METHODOLOGY

## 2.1 Research Design

This study employed a non-experimental quantitative research design utilizing the correlational method. This design was appropriate for examining the degree of association between operational support, innovative work behavior, and teacher engagement among public elementary school teachers. As Pregoner (2025) emphasized, variables may be correlated through shared patterns or by a common underlying influence. In this study, the correlational method enabled the researcher to determine whether the levels of operational support and innovative work behavior are significantly linked to teacher engagement. By exploring the relationship among these variables, the study aimed to generate insights that could inform strategies for improving teacher motivation and professional commitment in the Sto. Tomas District, Division of Davao del Norte.
<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>

## 2.2 Research Respondents

The respondents of this study were 178 public elementary school teachers from the Sto. Tomas District, Division of Davao del Norte. All respondents were actively teaching and held various instructional responsibilities in their respective schools. Universal sampling was utilized, meaning all qualified public elementary teachers in the district were included in the study. The participants were informed about the study's purpose, and their participation was voluntary, with confidentiality strictly observed. The study was conducted during the academic year 2024–2025.

## 2.3 Research Instrument

The main instruments used in this study were standardized survey questionnaires that assessed the levels of operational support, innovative work behavior, and teacher engagement. These instruments were based on established theoretical frameworks and previously validated scales relevant to workplace support, creativity in professional practice, and

engagement in the educational setting. To ensure validity, the instruments underwent face and content validation by a panel of experts in Educational Leadership, Curriculum and Instruction, and Teacher Education. Revisions were implemented based on expert feedback to improve clarity, appropriateness, and alignment with the study's objectives.

A pilot test was also conducted among 30 public elementary teachers from a nearby district not included in the final study. Results from the pilot test showed high internal consistency, with a Cronbach's Alpha of 0.909 for the Operational Support scale, 0.915 for the Innovative Work Behavior scale, and 0.922 for the Teacher Engagement scale.

## 2.4 Data Gathering Procedure

The data gathering process adhered to ethical and procedural standards. The researcher first obtained an endorsement from the Dean of the Graduate School and secured ethical clearance from the Ethics Review Committee of the institution. A formal letter of request was then
submitted to the Schools Division Superintendent of Davao del Norte. Upon approval, the Division Office issued an endorsement to the school heads of Sto. Tomas District, authorizing the conduct of the study in their respective schools.

Following approval, a pilot test was administered to validate the research instruments. The finalized questionnaires were then distributed to the 178 teachers identified through universal sampling. Participants were oriented on the study's purpose and guided on how to accomplish the instrument. All completed questionnaires were personally collected by the researcher. The collected data were then submitted to a professional statistician for proper coding, tabulation, and statistical treatment.

## 2.5 Data Analysis

To analyze the data and address the research objectives, the following statistical tools were employed:

Mean. This was used to determine the levels of operational support, innovative work behavior, and teacher engagement among public elementary school teachers.

Standard Deviation (SD). This was applied to measure the dispersion of responses from the mean.

Pearson Product-Moment Correlation Coefficient (Pearson *r*). This was utilized to examine the relationships between operational support, innovative work behavior, and teacher engagement.

Multiple Regression Analysis. This was conducted to determine the extent to which operational support and innovative work behavior significantly predict teacher engagement, and to identify which variable had a stronger predictive influence.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Operational Support among Public Elementary School Teachers

Presented in Table 1 is the summary of the indicators in the level of operational support among public elementary school teachers, including support for creativity, tolerance of differences, and personal commitment, based on the mean scores and standard deviations. The

indicator personal commitment received the highest mean of 3.89, categorized as "high," followed by tolerance of differences with a mean of 3.50. The indicator support for creativity obtained the lowest mean score of 3.36, categorized as "moderate." The overall mean of 3.58 is described as "high," indicating that teachers generally perceive a favorable level of operational support in their schools.

The overall standard deviation of 1.06 suggests moderate consistency in responses across the indicators. This result implies that while most teachers recognize strong personal commitment and tolerance within their working environment, there may still be room to improve school mechanisms that encourage creative practices and innovation in teaching.

This finding is consistent with the study of Mwesigwa et al. (2020), who noted that institutional support for personal commitment and openness to diversity contributes significantly to educators' job satisfaction and performance. Similarly, the work of Otrębski (2022) emphasized the role of administrative encouragement for innovation as a determinant of teaching quality. Furthermore, Ashraf (2020) found that when schools establish structures that reinforce creativity and respect for individuality, it positively influences the teachers' motivation and engagement.

## 3.2 Level of Innovative Work Behavior among Public Elementary School Teachers

Table 2 presents the summary of the indicators in the level of innovative work behavior among public elementary school teachers. The indicator idea exploration obtained the highest mean score of 3.92, categorized as "high," followed closely by idea championing at 3.91 and idea generation at 3.88. The overall mean of 3.90 is also categorized as "high," which indicates that teachers consistently exhibit behaviors associated with creativity, initiative, and active promotion of new ideas within their professional practice.

The overall standard deviation of 1.10 indicates a moderate spread in teacher responses. This reflects that while most teachers perceive themselves as innovative, there are slight variations in how frequently they engage in generating and implementing novel teaching strategies.
These findings align with the research of Baharuddin et al. (2020), who identified idea generation, exploration, and championing as core dimensions of innovative work behavior in organizational settings. In education, a study by Černe et al. (2024) emphasized that teachers who consistently explore and promote new ideas tend to foster better learning outcomes. Additionally, Ayoub et al. (2023) found that teachers who engaged in high levels of innovation were more likely to demonstrate adaptability and sustained professional growth.

### 3.3 Level of Teacher Engagement among Public Elementary School Teachers

As shown in Table 3, the level of teacher engagement among public elementary school teachers includes three key indicators: emotional engagement, social engagement, and cognitive engagement. The indicator cognitive engagement recorded the highest mean score of 4.05, categorized as “high,” followed by social engagement at 4.01, and emotional engagement at 3.83. The overall mean of 3.96 is categorized as “high,” signifying that teachers are generally engaged in their work on emotional, social, and intellectual levels.

The overall standard deviation of 1.09 suggests a fair degree of consistency among the respondents' perceptions of their engagement levels. This implies that most teachers feel mentally involved, socially connected, and emotionally committed to their teaching responsibilities.

These results resonate with the findings of Harper-Hill et al. (2022), who defined teacher engagement as a positive, fulfilling, work-related state characterized by vigor, dedication, and absorption. Furthermore, a study by Li et al. (2022) revealed that engaged teachers are more likely to create supportive learning environments and experience higher levels of job satisfaction. In the Philippine context, Woodcock et al. (2022) emphasized that fostering cognitive and emotional engagement is vital in sustaining teacher resilience and professional performance.

### 3.4 Significant Relationship Between Operational Support and Teacher Engagement Among Public Elementary School Teachers

Presented in Table 4 is the correlation analysis between operational support and teacher engagement among public elementary school teachers. The computed correlation coefficient (r) is 0.67, with a p-value of 0.000, which is significantly lower than the 0.05 level. This result indicates a high and statistically significant positive relationship between operational support and teacher engagement. The coefficient of determination (r²) is 0.45, meaning that 45% of the variance in teacher engagement can be explained by the level of operational support teachers perceive in their schools. Given that the p-value is less than 0.05, the null hypothesis (Ho₁) is rejected, confirming that operational support significantly influences teacher engagement.

<table><caption>Table 1. Level of operational support among public elementary school teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Support for Creativity</td><td>1.10</td><td>3.36</td><td>Moderate</td></tr><tr><td>Tolerance of Differences</td><td>1.03</td><td>3.50</td><td>High</td></tr><tr><td>Personal Commitment</td><td>1.05</td><td>3.89</td><td>High</td></tr><tr><td>Overall</td><td>1.06</td><td>3.58</td><td>High</td></tr></tbody></table>

<table><caption>Table 2. Level of innovative work behavior among public elementary school teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Idea Generation</td><td>1.12</td><td>3.88</td><td>High</td></tr><tr><td>Idea Exploration</td><td>1.03</td><td>3.92</td><td>High</td></tr><tr><td>Idea Championing</td><td>1.08</td><td>3.91</td><td>High</td></tr><tr><td>Overall</td><td>1.10</td><td>3.90</td><td>High</td></tr></tbody></table>
<table><caption>Table 3. Level of teacher engagement among public elementary school teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Emotional Engagement</td><td>1.07</td><td>3.83</td><td>High</td></tr><tr><td>Social Engagement</td><td>1.09</td><td>4.01</td><td>High</td></tr><tr><td>Cognitive Engagement</td><td>1.09</td><td>4.05</td><td>High</td></tr><tr><td>Overall</td><td>1.09</td><td>3.96</td><td>High</td></tr></tbody></table>

<table><caption>Table 4. Significant relationship between operational support and teacher engagement among public elementary school teachers</caption><thead><tr><td>Variables</td><td>Mean</td><td>SD</td><td>r</td><td>r²</td><td>Degree of Relationship</td><td>p-value</td><td>Decision</td></tr></thead><tbody><tr><td>Operational Support</td><td>3.58</td><td>1.06</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td></td><td></td><td></td><td>0.67</td><td>0.45</td><td>High</td><td>0.000</td><td>Reject Ho₁</td></tr><tr><td>Teacher Engagement</td><td>3.96</td><td>1.09</td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

This result implies that when teachers experience supportive environments characterized by encouragement of creativity, tolerance of differences, and personal commitment from administrators, they are more likely to be emotionally, socially, and cognitively engaged in their work. Supportive operational systems promote a sense of belonging and purpose, which enhances job satisfaction and performance.

These findings are consistent with the study of Abaci et al. (2021), who found that workplace support has a positive effect on teachers' emotional involvement and job commitment. Likewise, the work of Xu et al. (2023) emphasized that operational support systems in schools significantly influence how motivated and engaged teachers feel. In addition, Tao et al. (2022) noted that when teachers perceive leadership as responsive and inclusive, they are more likely to display higher levels of engagement in classroom and institutional activities.

### 3.5 Significant Relationship Between Innovative Work Behavior and Teacher Engagement Among Public Elementary School Teachers

Presented in Table 5 is the correlation analysis between innovative work behavior and teacher engagement among public elementary school teachers. The computed correlation coefficient (r)

is 0.72, with a p-value of 0.000, which is well below the 0.05 threshold for statistical significance. This finding indicates a high and statistically significant positive relationship between innovative work behavior and teacher engagement. The coefficient of determination (r²) is 0.52, meaning that 52% of the variance in teacher engagement can be attributed to the level of innovative work behavior demonstrated by teachers. Therefore, the null hypothesis (Ho₂) is rejected, confirming that innovative work behavior has a significant relationship with teacher engagement.

This finding implies that teachers who frequently generate new ideas, explore novel solutions, and promote innovation within their classrooms are more likely to experience higher levels of engagement. Innovative work behavior fosters intellectual stimulation, relevance, and professional fulfillment—key components of emotional, social, and cognitive engagement.

This is supported by the study of Jones (2020), who emphasized that employees who engage in innovation are typically more committed and enthusiastic about their work. Similarly, the research of Scull et al. (2020) found that innovative teachers exhibit a stronger sense of professional identity and workplace involvement. In the local context, Tang et al. (2022) observed that teachers who are encouraged to be innovative are more motivated to participate in school improvement initiatives and classroom reforms.
<table><caption>Table 5. Significant relationship between innovative work behavior and teacher engagement among public elementary school teachers</caption><thead><tr><th>Variables</th><th>Mean</th><th>SD</th><th>r</th><th>r<sup>2</sup></th><th>Degree of Relationship</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Innovative Work Behavior</td><td>3.90</td><td>1.10</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td></td><td></td><td></td><td>0.72</td><td>0.52</td><td>High</td><td>0.000</td><td>Reject Ho<sub>2</sub></td></tr><tr><td>Teacher Engagement</td><td>3.96</td><td>1.09</td><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

<table><caption>Table 6. Significant influence of operational support and innovative work behavior on teacher engagement among public elementary school teachers</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>1.45</td><td>0.62</td><td></td><td>2.34</td><td>0.021</td><td>Significant</td></tr><tr><td>Operational Support</td><td>0.43</td><td>0.41</td><td>0.39</td><td>5.22</td><td>0.000</td><td>Significant</td></tr><tr><td>Innovative Work Behavior</td><td>0.58</td><td>0.44</td><td>0.48</td><td>6.09</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Teacher Engagement = 1.45 + 0.43 (Operational Support) + 0.58 (Innovative Work Behavior)<br>r = 0.75; r<sup>2</sup> = 0.56; f = 91.72; p-value = 0.000</td></tr></tbody></table>

## 3.6 Significant Influence of Operational Support and Innovative Work Behavior on Teacher Engagement Among Public Elementary School Teachers

Presented in Table 6 is the regression analysis examining how operational support and innovative work behavior significantly influence teacher engagement among public elementary school teachers. The regression equation that predicts teacher engagement based on the two independent variables is expressed as: Teacher Engagement = 1.45 + 0.43 (Operational Support) + 0.58 (Innovative Work Behavior). The model accounts for 56% of the total variance in teacher engagement, as indicated by the r² value of 0.56. The overall regression model is statistically significant, with an f-value of 91.72 and a p-value of 0.000, confirming the meaningful and strong predictive contribution of both operational support and innovative work behavior to teacher engagement.

These findings underscore that both operational support and innovative work behavior are crucial in enhancing the engagement levels of teachers. When teachers experience an encouraging and supportive work environment that values creativity, respects individual differences, and reinforces personal commitment, they are more likely to be emotionally and cognitively invested in their work. Similarly, when teachers are

actively involved in generating, exploring, and promoting new ideas, they become more enthusiastic, resilient, and connected to their professional roles.

This result affirms the findings of Musenze et al. (2022), who highlighted that organizational support significantly affects work engagement by meeting teachers' psychological needs. Moreover, Şanliöz et al. (2023) found that innovative behavior enhances a sense of autonomy and professional relevance, leading to sustained motivation. In addition, the study of Tomaszewski et al. (2022) confirmed that engaged teachers contribute to school effectiveness when supported and encouraged to innovate. Therefore, fostering both supportive systems and innovative culture is essential for sustaining high levels of teacher engagement in the public school system.

## 4. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the extent of operational support among public elementary school teachers is generally high, indicating that teachers perceive their work environment as supportive of creativity, respectful of individual differences, and encouraging of personal commitment. This suggests that schools are providing conditions that foster autonomy, inclusivity, and intrinsic
motivation among their faculty. When teachers receive strong operational support, they are more likely to feel valued and empowered, which contributes to their enthusiasm, resilience, and overall engagement in their profession.

Secondly, the level of innovative work behavior among public elementary school teachers is also observed to be high. Teachers actively engage in generating new ideas, exploring possibilities, and championing innovations within their classrooms and school communities. Such behaviors reflect a proactive stance toward problem-solving and instructional improvement. When teachers are encouraged to innovate, they tend to demonstrate higher motivation and a deeper connection to their roles, which reinforces their effectiveness and dedication to student learning.

Thirdly, the level of teacher engagement among public elementary school teachers is likewise high. Teachers show strong emotional, social, and cognitive investment in their work, which manifests in their relationships with students and colleagues, as well as in their intellectual commitment to teaching. High levels of engagement are often associated with job satisfaction, improved performance, and decreased turnover. These results suggest that teachers are not only present in the workplace but are also meaningfully involved in their professional responsibilities.

Fourthly, a significant relationship between operational support, innovative work behavior, and teacher engagement was established. Teachers who experience a supportive environment and who regularly engage in innovation are more likely to be fully engaged in their work. These factors collectively foster a sense of ownership, purpose, and professional identity. The alignment between supportive institutional practices and teachers' innovative actions creates a conducive atmosphere for sustained involvement and excellence.

Finally, both operational support and innovative work behavior significantly influence teacher engagement, with innovative work behavior emerging as the stronger predictor. This emphasizes the critical role of fostering a culture of creativity and forward-thinking in schools. While operational support provides the necessary foundation for well-being and motivation, it is through innovation that teachers sustain relevance, growth, and deeper professional fulfillment. Educational leaders who

prioritize supportive practices and actively promote innovation are more likely to cultivate a committed, inspired, and enduring teaching workforce.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations were proposed:

For DepEd officials, it is recommended to institutionalize policies that strengthen operational support systems in public elementary schools, ensuring that structures promoting creativity, tolerance of individual differences, and personal commitment are sustained. These policies should prioritize the creation of environments that empower teachers to perform innovatively while feeling valued and respected. Additionally, DepEd should support the integration of innovative work behavior into national teacher development frameworks. Providing funding for creativity-driven initiatives and mechanisms for teacher recognition can further enhance teacher engagement and retention.

School administrators are advised to implement professional development programs that simultaneously promote operational support and foster innovative work behavior. This may include initiatives such as team-based innovation projects, school-wide idea-sharing platforms, and capacity-building workshops on creativity and engagement. Administrators should also cultivate a school culture that embraces experimentation, collaboration, and respect for diverse perspectives. When teachers feel supported and encouraged to innovate, they are more likely to demonstrate high levels of engagement and sustained professional commitment.

For teachers, the study recommends active participation in initiatives that promote innovative thinking and collaborative problem-solving. Teachers are encouraged to take ownership of their work by proposing new instructional strategies, participating in school innovation teams, and contributing to peer-led professional learning groups. Regularly reflecting on how operational conditions influence one's capacity to innovate can also enhance personal commitment and emotional engagement. By embracing innovation and maintaining open communication with peers and administrators, teachers can
create more meaningful and rewarding teaching experiences.

While this study provides valuable insights into the relationship between operational support, innovative work behavior, and teacher engagement, certain limitations should be acknowledged. First, the study was conducted within a single district, Sto. Tomas, Division of Davao del Norte, which may limit the generalizability of the findings to other regions or educational contexts. Second, the use of self-reported questionnaires may be subject to response biases, such as social desirability, which could influence the accuracy of the data. Third, the study employed a cross-sectional design, capturing responses at one point in time; thus, it does not account for changes in engagement or support levels over time. Future research may consider employing longitudinal or mixed-method approaches to capture deeper and more dynamic perspectives.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## CONSENT AND ETHICAL APPROVAL

This study was conducted in full compliance with recognized ethical standards to protect the rights, dignity, and welfare of all participants. Before any data collection began, the researcher obtained the necessary approvals from appropriate institutional authorities, including an endorsement from the Dean of the Graduate School and ethical clearance from the designated Ethics Review Committee. The research procedures followed the ethical guidelines outlined by Pregoner et al. (2025), in accordance with current protocols governing studies involving human participants in educational contexts. Participation was entirely voluntary, and all individuals involved were thoroughly informed about the study's purpose, procedures, and their right to decline or withdraw

at any time without facing repercussions. Informed consent was secured to confirm participants' understanding and agreement. Personal identifiers were not collected, and confidentiality was strictly maintained at all stages. The data obtained were used solely for scholarly and research purposes. These ethical safeguards ensured the study was conducted responsibly, transparently, and with full respect for participant autonomy.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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