Authors : Heizel Ann A. Abellar; Roel P. Villocino

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/ywkb2cxu

DOI : https://doi.org/10.38124/ijisrt/25jul645

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Abstract : This study investigated the relationship among classroom management, teacher self-efficacy, and student engagement in selected elementary schools of Bunawan District II, Agusan del Sur, Philippines. Anchored on Bandura’s Social Cognitive Theory, the study utilized a quantitative-correlational research design with a sample of 39 teachers and 390 students from Grade 4 to Grade 6 in seven public elementary schools. The Classroom Management Questionnaire, Ohio State Teacher Efficacy Scale (OSTES), and Student Engagement Instrument (SEI) were used to gather data. Results showed that teachers exhibited a high degree of classroom management and self-efficacy, while students demonstrated moderate to high engagement emotionally, cognitively, and socially. However, despite these positive trends, statistical results indicated no significant relationship between management of the classroom and engagement by students or between self-efficacy and engagement by students. The conclusion drawn suggests that both constructs of classroom management and self-efficacy are robust; however, there are other contextual variables that may dilute the impact on student engagement. The research emphasizes that the rural education focus needs systemic bounded interventions designed to maximize student engagement comprehensively.

Keywords : Elementary Education, Classroom Management, Teacher Self-Efficacy, Student Engagement, Correlational Research.

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