Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in Teaching Dance

This study explores the factors influencing student engagement in teaching dance within the MAPEH curriculum in the Schools Division of Iloilo, Philippines. The research focuses on the roles of teachers’ knowledge, implementation strategies, and management support, aiming to understand how these elements interact to impact student participation and enthusiasm. Utilizing a descriptive-correlational design, the study involved 375 MAPEH teachers, assessing their instructional practices and the corresponding levels of student engagement. The study employed statistical tools such as frequency distribution, percentages, and means to describe the profile of the respondents and their knowledge levels. Pearson’s r was utilized to determine correlations between variables, while Analysis of Variance (ANOVA) and t-tests were used to examine significant differences in teachers’ knowledge, management support, and student engagement across various demographics. These tools enabled a comprehensive analysis of the relationships among the factors studied. The findings reveal that higher educational attainment and professional positions significantly enhance teachers’ knowledge and implementation strategies, which in turn, positively correlate with student engagement. Moreover, management support was identified as a crucial factor in fostering effective teaching practices. Despite the consistently high levels of engagement and support across various demographics, the study suggests the need for further improvements in inclusivity, technology integration, and tailored professional development programs to address specific needs. Keywords: dance education, student engagement, teacher knowledge, implementation strategies, management support, MAPEH curriculum, educational attainment, professional development, Philippines education system