Pedagogical Evaluation and Motivation as Predictors of Teacher Engagement in English

Ryan R. Poliran and Celso L. Tagadiad
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Ryan R. Poliran: Department of Education, Davao del Norte, Philippines
Celso L. Tagadiad: UM Panabo College, Panabo City, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 5040-5057

Abstract: This study aimed to evaluate the level of pedagogical evaluation, motivation, and teacher engagement of English teachers in the Division of Davao del Norte. It determined the significant relationship and the singular and combined influence between pedagogical evaluation and teacher engagement, and motivation and teacher engagement. Descriptive correlational design was employed in this study and targeted a total of 300 respondents using a random stratified sampling. Teacher-respondents perceived very high levels of pedagogical evaluation and teacher engagement, and high motivation. There was a significant relationship between pedagogical evaluation and teacher engagement, and motivation and teacher engagement. Regression analysis showed the first indicator of pedagogical evaluation influenced teacher engagement. Meanwhile, no indicators of motivation indicated an influence on teacher engagement. Examining the singular and combined influence of pedagogical evaluation and motivation on teacher engagement, the results revealed that the first indicator of pedagogical evaluation significantly influenced teacher engagement. Similarly, pedagogical evaluation significantly influenced teacher engagement as revealed in the multiple regression analysis. Overall, the study’s results suggest that pedagogical evaluation predicts teacher engagement. It implied that English teachers who attribute their pedagogical evaluation to internal factors like teaching skills, knowledge, and effort are more likely to feel empowered and confident in their abilities.

Date: 2025
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