The Influence of Teacher-Student Relationship and Social and Emotional Competencies on Caregiving Student Engagement

Abstract

This study examined the influence of teacher–student relationship and social and emotional competencies on caregiving student engagement at Lorenzo S. Sarmiento Sr. National High School. The primary objective was to determine the levels of teacher–student relationship, social and emotional competencies, and student engagement, while exploring the significant relationships between teacher–student relationship and student engagement, and social and emotional competencies and student engagement. Furthermore, the study aimed to identify which domains of teacher–student relationship and social and emotional competencies significantly influence caregiving student engagement. A quantitative-correlational research design was employed, involving 134 senior high school students as respondents. The statistical tools used included mean, Pearson r, and multiple regression analysis. Results revealed a high level of teacher–student relationship in terms of satisfaction, instrumental help, and conflict. Similarly, students exhibited high levels of social and emotional competencies in self-awareness, self-management, social awareness, and decision-making. Caregiving student engagement was also found to be high across behavioral, emotional, and cognitive domains. Moreover, the findings demonstrated a strong correlation and significant relationship between teacher–student relationship and student engagement, as well as between social and emotional competencies and student engagement, leading to the rejection of the null hypothesis. Additionally, regression analysis indicated that instrumental help and conflict significantly predicted student engagement, while satisfaction did not demonstrate a significant influence. In terms of social and emotional competencies, social awareness and responsible decision-making significantly influenced engagement, whereas self-awareness and self-management did not show significant predictive effects. These results contribute to a more focused understanding of how relational and emotional factors support the academic participation of students balancing caregiving responsibilities.