The Relationship of Teacher Competence and Inclusive Classroom Management on Student Engagement in Inclusive Education

In the context of education, student engagement is crucial in teacher education because it sustains attention, motivation, and meaningful participation that underpin academic success and future professional roles. This study examined the relationship of teacher competence and inclusive classroom management with student engagement in inclusive education among 166 BSED English students at Kolehiyo ng Pantukan, using a descriptive–correlational design and standardized survey scales. The instruments measured three dimensions of teacher competence (content expertise, pedagogical skills, communication skills), three dimensions of inclusive classroom management (discipline and behavior management, structured organization, collaboration), and three dimensions of student engagement (behavioral, emotional, and cognitive) on a five-point Likert scale. Descriptive statistics indicated generally high levels of perceived teacher competence, inclusive classroom management, and student engagement across the sample, with communication skills and collaborative practices emerging as the strongest dimensions of competence and management, and cognitive and emotional engagement rated slightly higher than behavioral engagement. Pearson product–moment correlation analysis revealed statistically significant and strong positive associations between teacher competence and student engagement and between inclusive classroom management and student engagement (all p < .001). Multiple regression analysis further showed that teacher competence and inclusive classroom management are both significant predictors of student engagement and together account for a substantial proportion of its variance, indicating that variation in students’ engagement levels is systematically related to differences in perceived competence and inclusive management practices. These results underscore the practical importance of strengthening pre-service teachers’ content expertise, pedagogical and communication skills, and inclusive classroom management—particularly collaboration, structured organization, and positive behavior support—to foster behavioral, emotional, and cognitive engagement in inclusive higher education settings. The findings suggest that targeted professional development and structured practice opportunities in these domains can meaningfully enhance pre-service teachers’ readiness to support diverse learners in inclusive classrooms.