Civic Engagement and Social Responsibility Among SHS Teachers in the City of Santa Rosa: Basis for Civic Consciousness Program
Downloads
This study investigated the level of civic engagement and social responsibility among public Senior High School (SHS) teachers in Santa Rosa City during the Academic Year 2025–2026 as a basis for the development of a proposed Civic Consciousness Program. Specifically, the study examined the demographic profile of respondents in terms of age, sex, civil status, teaching experience, and assigned SHS strands or tracks. It further assessed the level of civic engagement in relation to active participation in governance and community life, as well as the level of social responsibility concerning ethical duties and accountability to society. A quantitative descriptive-correlational research design was employed, utilizing a researcher-made questionnaire administered to 207 public SHS teachers selected through stratified random sampling from a population of 241 teachers across ten public secondary schools in Santa Rosa City. Data were analyzed using frequency and percentage distribution, weighted mean, t-test, one-way analysis of variance (ANOVA), post hoc analysis, and Pearson Product-Moment Correlation Coefficient. Findings revealed that public SHS teachers demonstrated high levels of civic engagement and social responsibility, indicating strong participation in civic-related activities and commitment to ethical accountability. Significant differences were observed when grouped according to selected demographic variables, while a statistically significant positive relationship existed between civic engagement and social responsibility. The study concluded that teachers serve as vital agents of civic consciousness and social transformation. Consequently, the findings served as the basis for a proposed Civic Consciousness Program aimed at strengthening teachers’ participation in civic and socially responsible initiatives.
E. A. Angwaomaodoko, “Civic Engagement and Professional Identity among Public School Teachers,” J. Educ. Res. Pract., vol. 14, no. 2, pp. 45–62, 2024.
R. Smithfield, “Teacher-Led Outreach and Civic Modeling in Secondary Schools,” Int. J. Civ. Educ., vol. 19, no. 3, pp. 200–218, 2023.
M. T. Roncesvalles, J. Santos, and A. Cruz, “Civic Roles of Educators in Philippine Urban Schools,” Philipp. J. Educ., vol. 103, no. 1, pp. 12–28, 2024.
R. D. Putnam, Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster, 2000.
C. B. Reyes and M. T. Cruz, “Professional Tenure as a Predictor of Grassroots Civic Engagement among Senior High School Teachers in Secondary Educational Ecosystems,” Philipp. Soc. Sci. Rev., vol. 76, no. 1, pp. 89–106, 2024.
N. M. Ardoin, A. W. Bowers, and E. Gaillard, “A Systematic Mixed Studies Review of Civic Engagement Outcomes in Environmental Education,” Environ. Educ. Res., vol. 29, no. 1, pp. 1–26, 2022, doi: 10.1080/13504622.2022.2135688.
V. de Moraes Abrahão, M. Vaquero-Diego, and R. Currás Móstoles, “University social responsibility: The role of teachers,” J. Innov. & Knowl., vol. 9, no. 1, p. 100464, 2024, doi: 10.1016/j.jik.2024.100464.
D. Manzano-Sánchez and V. E. Martínez-Bello, “Learning to use teaching for personal and social responsibility through action research,” J. Teach. Phys. Educ., vol. 40, pp. 347–356, 2021, doi: 10.1123/jtpe.2018-0190.
P. A. Sánchez-Miguel and others, “The effect of the Teaching Personal and Social Responsibility (TPSR) model on students’ social responsibility,” Phys. Educ. Sport Pedagog., vol. 30, no. 5, pp. 489–506, 2025.
K. S. T. Alsarayreh, A. K. Alramamneh, O. A. Al-Sabayleh, and S. A. K. A. Al Remawi, “The role of public school principals and teachers in developing the social responsibility of students with learning disabilities,” Front. Educ., vol. 9, p. 1426666, 2024, doi: 10.3389/feduc.2024.1426666.
T. C. Phan, V. M. Ngo, T. P. Nguyen, K. Saefullah, and D. Doran, “University Social Responsibility and Teachers’ Satisfaction: The Mediating Role of Reputation and Image,” J. Soc. Stud. Educ. Res., vol. 15, no. 1, pp. 57–90, 2024.
J. R. Fraenkel, N. E. Wallen, and H. H. Hyun, “Descriptive and Correlational Research,” How to Des. Eval. Res. Educ., vol. 10, pp. 173–192, 2019.
G. Pourhosein, M. Zare, and M. Esmaili, “Relationship Between Teachers’ Civic Engagement and Students’ Attitudes Toward Social Responsibility: A Correlational Study,” J. Educ. Soc. Res., vol. 11, no. 2, pp. 59–68, 2021, doi: 10.36941/jesr-2021-0036.
E. Dincer, S. Yesilyurt, and O. Ersoy, “A Quantitative Correlational Study of Teachers’ Social Responsibility and Professional Commitment,” Educ. Res. Rev., vol. 14, no. 8, pp. 291–301, 2019, doi: 10.5897/ERR2019.3744.
A. A. Alamer and S. F. Alghamdi, “Descriptive and Correlational Analysis of Civic Engagement Among Secondary School Teachers,” Int. J. Educ. Psychol., vol. 9, no. 1, pp. 45–60, 2020, doi: 10.17583/ijep.2020.4981.
Copyright (c) 2026 Rosalie Delmo De Vera, Alex S. Sanchez
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
