Paper Contents
Abstract
This study explores the influence of teacher traits on classroom engagement in English classes in public elementary schools in Panabo City Division, Philippines. Teacher traits such as enthusiasm, empathy, and instructional competence are widely recognized for their potential impact on student engagement and learning outcomes. However, the specific effects of these traits in the local context have not been thoroughly investigated. This research aims to fill this gap by examining the extent of teacher traits and their impact on classroom engagement in English classes, while also identifying the domains of teacher traits that significantly influence language anxiety. The study addresses a significant problem: the lack of empirical data on how teacher traits affect classroom engagement in English classes in this specific region. To investigate this, the study employs a descriptive-correlational survey method, utilizing probability sampling to select 200 elementary teachers as respondents. The research questions focus on assessing the extent of teacher traits, determining the level of classroom engagement, exploring the relationship between the two, and identifying the specific domains of teacher traits that impact classroom engagement. The objectives are to provide a detailed assessment of teacher traits, evaluate classroom engagement levels, and understand how different teacher traits influence engagement in English classes. The rationale for this study lies in its potential to offer insights that can inform teacher training and professional development programs, ultimately enhancing educational outcomes for students in Panabo City Division.Keywords: Teacher trait, classroom engagement, English classes, descriptive correlation, Panabo City Division, Philippines
Copyright
Copyright © 2024 April Angela D. Dumas. This is an open access article distributed under the Creative Commons Attribution License.
