The Socio-emotional Classroom Management and Student Engagement of Tertiary Teachers in Davao City

Abstract

Student engagement is a vital component of effective teaching and learning in tertiary education, hence identifying factors that contribute to this is crucial for tertiary education students. This study employed a quantitative descriptive-correlational research design to examine the relationship between the dependent variable (student engagement) and the independent variable (socio-emotional classroom management). Using purposive sampling the researchers collected data from college students in Davao City. The study found that there is a positive and significant relationship between the socio-emotional classroom management of teachers and student engagement of college students (r=.34). Further, the regression analysis revealed that the socio-emotional classroom management of tertiary teachers influenced the engagement of students. In singular capacity, socio-emotional classroom management had a positive standardized beta value of .22 and a p-value of .01.