Teachers’ Innovative Strategies and Engagement: Their Influence to Learners’ Performance

This descriptive-correlational study examined the innovative strategies and engagement levels of public secondary school teachers in the Schools Division of Iloilo, Philippines, and their influence on learners’ academic performance for School Year 2024–2025. A total of 264 teachers were selected through stratified random sampling across five congressional districts. Data were collected using a validated researcher-made questionnaire covering demographics, teaching strategies, engagement, and learner performance based on General Weighted Averages (GWA), following DepEd Order No. 8, s. 2015. Statistical analyses were conducted using SPSS, applying frequency, mean, t-test, ANOVA, and Pearson r at a 0.05 significance level.Findings revealed that most teachers were bachelor’s degree holders, served as Teacher I–III, and had 15 years or less of service. Innovative strategies and engagement were consistently applied across classifications, with higher scores among more experienced and qualified teachers. Learners’ performance was rated satisfactory and showed minimal variation across groups. No significant differences were found in strategy use, engagement, or performance based on demographic factors. However, innovative strategies significantly influenced learner outcomes, while engagement did not.The study recommends enhancing teacher development, promoting innovation, embedding engagement in curricula, and supporting learner-centered environments. Future research may explore longitudinal impacts and additional influencing variables.