Teacher Engagement and Project-Based Learning in English Classes in Private Educational Institutions

Abstract

This study examined the relationship between Teacher Engagement and Project-Based Learning (PBL) Implementation in English classes among 100 senior high school and college teachers from nine private institutions in Davao City's 1st District. Using a quantitative descriptive-correlational design, it measured teacher engagement across cognitive investment, emotional commitment, and behavioral effort, and PBL implementation across designing authentic projects, facilitating inquiry, and using authentic assessment. Findings revealed high levels of teacher engagement, with cognitive investment as the highest dimension, and high PBL implementation, with authentic project design as the strongest component and authentic assessment as the weakest. Strong positive correlations existed between all engagement dimensions and PBL implementation components. Regression results showed that teacher engagement significantly predicted PBL implementation, with authentic project design most strongly influenced. The study supports SDG 4 by providing evidence-based strategies to enhance teacher effectiveness, instructional quality, and relevant language learning environments. Recommendations include professional development focused on authentic assessment, mentoring programs, policy support for holistic teacher development, and further longitudinal research.