Influence of the Teacher Effectiveness on the Motivation and Engagement of BSOA Students

This study examined the influence of teacher effectiveness on the motivation and engagement of Bachelor of Science in Office Administration (BSOA) students at Assumption College of Nabunturan. Using a quantitative correlational research design, data were collected from 150 BSOA students via validated survey questionnaires and analyzed using descriptive statistics, Pearson’s r, and multiple regression. Findings revealed that respondents generally perceived high levels of teacher effectiveness across subject-matter knowledge, instructional planning and strategies, assessment, the learning environment, and effective communication. Students’ motivation and engagement were also rated positively, with self-determination, self-efficacy, intrinsic motivation, grade motivation, career motivation, skill engagement, emotional engagement, interaction engagement, and performance engagement all interpreted as Agree. Correlation analysis indicated a strong, significant positive relationship between teacher effectiveness and student motivation (r = 0.602, p < 0.05), as well as between teacher effectiveness and student engagement (r = 0.560, p < 0.05). Regression analysis further revealed that Assessment and Learning Environment significantly predict student motivation, while Learning Environment significantly predicts student engagement. The study concludes that teacher effectiveness, particularly in creating a supportive learning environment and implementing effective assessment practices, plays a crucial role in enhancing students’ motivation and engagement, highlighting the importance of strategic teaching practices in promoting academic success.