English Teachers Professional Competence as Predictor of Student Engagement and Academic Performance

The study examined which aspects of English Teachers’ Professional Competence could predict the Student Engagement and Academic Performance of Grade 12 students enrolled in the Academic Tracks at Sta. Josefa National High School using a quantitative correlational research design with a predictive approach. The study focused on eight domains of professional development, namely orientation, configuration, questioning, teaching modeling, application, learning environment, time management, and assessment. Student engagement was evaluated in terms of behavioral, cognitive, and emotional dimensions, while academic performance was based on the students’ achievement in Creative Writing. Findings revealed that English Teachers’ Professional Competence was highly evident, and students demonstrated a high level of engagement in learning. The study further showed that teachers’ professional development had a significant relationship with student engagement, indicating that effective teaching practices contribute positively to students’ active participation and involvement in learning. Several domains, particularly orientation, configuration, questioning, teaching modeling, application, and learning environment, emerged as significant predictors of student engagement. However, the study found no significant relationship between teachers’ professional development and students’ academic performance, and none of the domains significantly predicted academic achievement. The findings suggest that strengthening teachers’ professional competence can enhance student engagement, although other factors may influence academic performance.