Abstract
This study examined the extent of culturally responsive teaching practices among Social Studies teachers and their perceived impact on student engagement in the Division of Valencia City for the school year 2024-2025. The research utilized a descriptive-correlational and predictive design to determine the level of culturally responsive teaching practices, student engagement, their relationship, and whether culturally responsive teaching practices dimensions predict engagement levels. Data were collected from social studies teachers using a standardized questionnaire. Descriptive statistics illustrated that culturally responsive teaching practices were frequently implemented, with "Establishing Inclusion" being the most evident and "Engendering Competence" showing the most room for improvement. Student engagement was high, with "Affective Engagement" ranking the highest, while "Cognitive Engagement" was the least evident. Correlation analysis revealed no significant relationship between culturally responsive teaching practices and student engagement. Regression analysis further indicated that no culturally responsive teaching dimensions significantly predicted student engagement. While "Developing Attitudes" showed a positive but non-significant association, "Enhancing Meanings" displayed a negative coefficient. These findings suggest that culturally responsive teaching practices alone do not directly influence student engagement, highlighting the need to consider other contributing factors such as instructional strategies, curriculum design, and student motivation. The study concludes that while culturally responsive teaching practices foster inclusivity, their direct effect on student engagement is limited. It recommends that education stakeholders, including division supervisors, school heads, and teachers, integrate complementary strategies such as interactive instructional methods and student-centered learning approaches to enhance engagement in Social Studies. Future research may explore additional pedagogical factors that contribute to meaningful student participation.
