Teachers' Concept of Effective Teaching and Its Relationship to Learners' Learning Engagement

Abstract

The main objective of the study was to describe the teachers’ concept of effective teaching, which includes instruction, program planning, diversity and inclusion, professionalism, and personal dispositions; to determine the learners learning engagement, where it considers the affective engagement, behavioral engagement, and cognitive engagement; and to correlate the significant relationship between the teachers’ concept of effective teaching and learners learning engagement. The respondents of the study were 101 elementary teachers and 115 learners from Kibawe East District, Division of Bukidnon, for the school year 2025–2026. Random sampling was employed to determine the teacher-respondents from the different schools within the district. The survey questionnaire for the teachers’ concept of effective teaching was adapted from Eck et al. (2020) and the instrument on the learners’ learning engagement was adapted from Hart et al. (2011). The study employed a descriptive-correlational research design to systematically examine the variables under investigation. Data were analyzed quantitatively to ensure objectivity and accuracy of results. Findings revealed that teachers rated their concept of effective teaching at a very great extent across all dimensions. Learners demonstrated very great engagement in all affective, behavioral, and cognitive domains. Significant positive relationships existed between learners’ engagement and the teacher variables of instruction, program planning, diversity and inclusion, and professionalism. Personal dispositions showed no significant relationship with learner engagement. The study concluded that effective teaching in instruction, program planning, diversity and inclusion, and professionalism strongly relates to learner engagement, while personal dispositions do not. Learners show high engagement levels, and teachers have a very great understanding of effective teaching practices. Recommendations include encouraging learner participation to maintain engagement, fostering parent-teacher collaboration to support planning and diversity, and enhancing teacher strategies and professional development. Explore the role of personal dispositions further and broaden study settings to validate findings and generalize implications for educational improvement.