Abstract
This study aimed to determine the effectiveness of teachers' classroom styles and students' learning engagement. Specifically, it aimed to evaluate the effectiveness of classroom style as perceived by teachers regarding classroom techniques, class activities, the STAR classroom, and the level of learning engagement among learners for the 2024-2025 school year. Furthermore, this study employed a descriptive-correlation design. The result revealed the effectiveness of classroom style as perceived by the teachers regarding classroom techniques, class activities, and the STAR classroom. Moreover, the level of learning engagement among the learners for the school year 2024-2025 is indicated as always. The result also revealed no significant relationship between the effectiveness of Teachers' classroom styles and students' learning engagement. These findings suggest that teachers continue to refine and adapt their strategies in response to students' evolving needs. Professional development programs, peer observations, and educator collaboration should be encouraged to share best practices and innovative approaches. Additionally, incorporating student feedback and reflective teaching practices can help ensure that classroom management techniques remain relevant and responsive. Schools should also provide ongoing support and resources to help teachers maintain a high standard of classroom management and improve overall teaching effectiveness. Educators should continue to implement interactive and student-centered teaching approaches that cater to diverse learning needs to sustain and enhance student engagement. Schools should also provide opportunities for collaborative learning, technology integration, and experiential activities to maintain students' interest and motivation.
