The Influence of School Educators’ Teaching Competence and Adversity Quotient to the Students’ Learning Engagement among Mawab District Secondary Schools

Zekiah A. Monleon, Marco Antonio M. Bogabil, Carumayan, Angeline, C., Marjorie A. Francisco, Francis Daniel H. Garsuta, Marcos C. Gonzales, Katherine Julianne O. Llanos, Romejen Joy R. Palma, Ela Nicah B. Patan, Prince C. Polistico, Liana Esza R. Toribio, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Zekiah A. Monleon: Department of Education, Senior High School Students, Philippines
Marco Antonio M. Bogabil: Department of Education, Senior High School Students, Philippines
Carumayan, Angeline, C.: Department of Education, Senior High School Students, Philippines
Marjorie A. Francisco: Department of Education, Senior High School Students, Philippines
Francis Daniel H. Garsuta: Department of Education, Senior High School Students, Philippines
Marcos C. Gonzales: Department of Education, Senior High School Students, Philippines
Katherine Julianne O. Llanos: Department of Education, Senior High School Students, Philippines
Romejen Joy R. Palma: Department of Education, Senior High School Students, Philippines
Ela Nicah B. Patan: Department of Education, Senior High School Students, Philippines
Prince C. Polistico: Department of Education, Senior High School Students, Philippines
Liana Esza R. Toribio: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2882-2889

Abstract: This study dealt with the influence of school educators’ teaching competence and adversity quotient to the students’ learning engagement among Mawab District Secondary Schools. The primary goal of this study was to determine the level of school educators’ teaching competence, adversity quotient, and students’ learning engagement in terms of their respective indicators and what domains of teaching competence and adversity quotient substantially influenced students’ learning engagement. Also, this study utilized a quantitative-correlational design with 123 respondents among Mawab District Secondary Schools. The average weighted mean, Pearson’s r, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a very high level of school educators’ teaching competence in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, and personal growth and professional development. On the other hand, the results also showed a very high level of school educators’ adversity quotient in terms of control, ownership, reach, and endurance. Likewise, the results showed a very high level of students’ learning engagement regarding behavioral engagement, emotional engagement, and cognitive engagement. In addition, there was a low correlation and a significant relationship between school educators’ teaching competence and students’ learning engagement. Furthermore, there was a moderate correlation and a significant relationship between school educators’ adversity quotient and students’ learning engagement. Hence, this led to the rejection of the null hypothesis. Learning environment, diversity of learners, and curriculum and planning as domains of teaching competence had a significant influence to students’ learning engagement. On the other hand, content knowledge and pedagogy, as well as curriculum and planning as domains of teaching competence, had no influence to students’ learning engagement. Additionally, control, ownership, and reach had a significant influence to students’ learning engagement. While endurance, as a domain of adversity quotient, did not reject the null hypothesis and had no influence on students’ learning engagement. These results would help the teachers identify their strengths and areas that need improvement, provide professional performance, and bounce back from setbacks, ultimately benefiting the students in their classes.

Date: 2024
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