Classroom Management, Self-Efficacy of Elementary Teachers and Student Engagement: A Correlational Study

This study investigated the relationship among classroom management, teacher self-efficacy, and student

engagement in selected elementary schools of Bunawan District II, Agusan del Sur, Philippines. Anchored on Bandura’s

Social Cognitive Theory, the study utilized a quantitative-correlational research design with a sample of 39 teachers and 390

students from Grade 4 to Grade 6 in seven public elementary schools. The Classroom Management Questionnaire, Ohio

State Teacher Efficacy Scale (OSTES), and Student Engagement Instrument (SEI) were used to gather data. Results showed

that teachers exhibited a high degree of classroom management and self-efficacy, while students demonstrated moderate to

high engagement emotionally, cognitively, and socially. However, despite these positive trends, statistical results indicated

no significant relationship between management of the classroom and engagement by students or between self-efficacy and

engagement by students. The conclusion drawn suggests that both constructs of classroom management and self-efficacy are

robust; however, there are other contextual variables that may dilute the impact on student engagement. The research

emphasizes that the rural education focus needs systemic bounded interventions designed to maximize student engagement

comprehensively.