Influence of Teachers Self-Efficacy and Classroom Conditions on Learner Engagement

This study investigated the influence of teachers’ self-efficacy and classroom conditions on learners’ engagement in public elementary schools within the Monkayo West District, Davao de Oro. Utilizing a descriptive correlational research design, data were gathered through adapted survey questionnaires administered to 120 Grade 5–6 teachers selected through universal sampling from 17 schools. Results revealed that teachers’ self-efficacy was very high across its domains, namely: student engagement, classroom management, and instructional strategies, while classroom conditions were rated high in both emotional and physical aspects. Moreover, learners’ engagement was found to be very high across behavioral, agentic, cognitive, and emotional domains. Inferential analysis using the Pearson Product–Moment Correlation Coefficient (Pearson r) showed a significant positive relationship between teachers’ self-efficacy and learner engagement, as well as a significant, though weak, relationship between classroom conditions and learner engagement. Further, multiple linear regression analysis indicated that efficacy for student engagement emerged as the only significant predictor of learner engagement, while efficacy for classroom management and efficacy for instructional strategies were not significant predictors. In terms of classroom conditions, neither emotional nor physical conditions significantly predicted learner engagement. These findings suggest that learner engagement is most strongly enhanced when teachers are confident in motivating and sustaining students’ participation, while improvements in the emotional and physical environment, although beneficial, may exert more indirect effects on engagement.