TEACHERS Classroom Interactional Competence, Technological Pedagogical Content Knowledge and Student Engagement in English Language CLASSES

Abstract

This study addresses the growing challenge of sustaining active and meaningful student engagement in educational settings, particularly in English language classes. Recognizing that disengagement can negatively affect students’ motivation and academic success, the research sought to determine the significant effect of Teachers’ Classroom Interactional Competence (TCIC) and Technological Pedagogical Content Knowledge (TPACK) on student engagement among private senior high school learners. Guided by the TPACK framework and Sociocultural Theory, the study employed a quantitative-correlational research design. Data were collected using adapted survey questionnaires administered to 200 Grade 12 students, all aged 18 and above, from three private senior high schools in Davao City, Philippines. The study utilized statistical tools such as mean, standard deviation, Pearson correlation, and multiple linear regression to analyze the data. The findings revealed that teachers demonstrated “Very High” levels of Classroom Interactional Competence (M = 4.36) and TPACK (M = 4.33). Students, in turn, reported “Very High” engagement (M = 4.08), with cognitive engagement scoring the highest (M = 4.41) and behavioral engagement the lowest (M = 3.61). Correlation analysis showed moderate, positive, and significant relationships between both TCIC and TPACK with student engagement. Furthermore, multiple regression analysis indicated that TCIC and TPACK together explained 29.10% of the variance in student engagement (R2 = 0.291, F = 40.5, p < 0.05). These findings highlight the importance of enhancing teachers’ interactional and technological-pedagogical competencies to foster deeper student engagement. Professional development efforts should prioritize building these skills to create more dynamic and supportive English language classrooms that encourage active student participation.