Learners’ Load and Mental Wellness Among Grade VI

This study examined the extent of culturally responsive teaching (CRT) practices and their relationship with student engagement in Social Studies among junior high school teachers and learners in District III, Division of Malaybalay City, for the School Year 2024–2025. Specifically, it aimed to determine the level of implementation of CRT practices—curriculum integration, teaching strategies, classroom climate, and teacher-student relationships—and the level of student engagement in terms of behavioral, emotional, and cognitive dimensions. The study also sought to assess whether a significant relationship exists between CRT practices and student engagement. Using a descriptive-correlational research design, the study involved 36 Social Studies teachers and 180 students selected through stratified random sampling. Data collection was conducted through validated, researcher-made survey questionnaires for both teachers and students. The gathered data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. Findings revealed that culturally responsive teaching practices were implemented at a "Very High" level, particularly in maintaining a supportive classroom climate and fostering positive teacher-student relationships. Student engagement was also assessed at a "High" level, with behavioral engagement receiving the highest ratings. Statistical analysis showed a significant positive relationship between the level of CRT practices and student engagement, indicating that culturally relevant pedagogy enhances learners’ active participation and academic involvement. The study concludes that the effective use of culturally responsive strategies fosters deeper engagement among learners, especially in Social Studies, where cultural context plays a vital role. The study recommends sustained training programs for teachers, curriculum adaptation to local culture, and supportive school policies that institutionalize CRT approaches to improve student engagement and achievement.