TEACHER DISPOSITION, CLASSROOM MANAGEMENT, AND STUDENT ACADEMIC MOTIVATION: A PATH MODEL ANALYSIS ON ENGAGEMENT OF SENIOR HIGH SCHOOL STUDENTS
Abstract
This study aimed to identify the best-fit model for student engagement among senior high school students in public schools in Region XII, focusing on teacher disposition, classroom management, and student academic motivation. A quantitative, non-experimental research design was used, employing correlational techniques and path analysis. The sample included 400 senior high school students from General Santos City, Koronadal, Sarangani, and South Cotabato, selected via stratified random sampling. Statistical tools used were mean, Pearson’s r, and path analysis, with adapted and validated survey questionnaires. The results revealed that teacher disposition and classroom management levels were very high, while student academic motivation was high. As a result, student engagement was also very high. Further analysis showed that teacher disposition, classroom management, and academic motivation were significantly correlated with student engagement. Model 3 emerged as the best fit, emphasizing the role of teacher disposition in terms of motivation to teach, teacher efficacy, willingness to learn and conscientiousness influencing student engagement through classroom management in terms of time management, routines, preventive and reactive strategies with student academic motivation in terms of intrinsic and extrinsic motivation. The findings suggest that educators should enhance competencies and foster student motivation to boost student engagement and improve learning outcomes. These factors are crucial in promoting a more engaging and effective learning environment for senior high school students.
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DOI: http://dx.doi.org/10.46827/ejes.v12i2.5842
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