Exploring Lived Experiences of Teachers Fostering Student Engagement in Classrooms in Government Secondary Schools in the Southwest Region of Cameroon: A Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the lived experiences of teachers fostering student engagement in classrooms in the Southwest Region of Cameroon. The theory guiding this study was Lev Vygotsky's sociocultural theory of cognitive development as it emphasizes the role of social interaction, cultural context, and language in shaping cognitive development. The central research question was: What are the lived experiences of teachers fostering student engagement in their classrooms in the Southwest Region of Cameroon? Data was collected from 13 teachers through interviews, focus groups, and observations. Seven major themes emerged: Impact of Sociopolitical Crisis, Academic Participation Barriers, Pedagogical Strategies and Adaptations, Resource Constraints and Class Size Issues, Professional Development and Teacher Growth, Teacher-Student Relationships, and Inclusive Education Practices. Findings revealed that teachers fostered engagement despite severe overcrowding, limited resources, and security concerns stemming from sociopolitical crises. Teachers demonstrated remarkable resilience by developing creative pedagogical strategies and building strong student relationships while managing trauma-affected students. The findings suggest that effective student engagement in crisis-affected regions requires integrating social-emotional support with academic instruction. This study contributes to understanding how sociopolitical instability impacts the educational landscape and offers insights for teacher development and support in challenging contexts.