Exploring the Relationship Between Teacher Competence and Classroom Management: Implications for Student Engagement in Private Tertiary Educational Institutions in Koronadal City, Philippines

This research explores the relationship between teachers’ competence, classroom management, and student engagement in private tertiary education institutions (PTEIs) in Koronadal City, Philippines. Grounded from the Social Cognitive Theory of Teacher Efficacy (Fernandez et al., 2016) and Haim Ginott's (1965) Responsive Theory (RT), the study adopted a descriptive method and collected data from 370 educators and learners via a validated survey questionnaire utilizing a Likert scale. Statistical analysis revealed a significant positive correlation between teacher competence and classroom management (τb=0.43, p<.001). However, no significant connections were identified between classroom management and student engagement and, between teacher competence and student engagement. These results challenged the traditional beliefs that teachers' competence and classroom management directly impact students' engagement. Rather, they highlight the complexity of student involvement influenced by cultural, institutional, and systemic factors. The findings emphasize the need for holistic strategies incorporating culturally relevant teaching methods, improved teacher training in social-emotional and digital skills, and robust institutional support frameworks. This research enhances the theoretical understanding of engagement as a complex concept and offers actionable insights for improving educational outcomes in private tertiary education institutions. Future research should employ longitudinal and qualitative approaches to explore the intricate dynamics of these relationships thoroughly. By addressing systemic and cultural contexts, educators and policymakers can establish teaching environments that enhance teacher competence and foster significant student engagement.