Teacher’s Cultural Competence: It’s Impact on Student’s Engagement and Motivation in Senior High School

Abstract

This study investigated the predictive relationship between teachers’ cultural competence and students’ engagement and motivation in Senior High Schools in the National Capital Region, Philippines. Anchored in social identity theory and culturally responsive pedagogy, the study employed a quantitative, cross-sectional descriptive–correlational design. A sample of 50 students was selected through stratified random sampling to ensure proportional representation across academic strands and grade levels. Data were collected using adapted and pilot-tested standardized instruments measuring perceived teacher cultural competence and students’ behavioral, emotional, and cognitive engagement, alongside intrinsic and extrinsic motivation. Descriptive statistics (mean, standard deviation) and inferential analysis using Pearson product–moment correlation were applied to examine variable relationships. Results indicated high levels of perceived teacher cultural competence (M = 1.3240, SD = 0.24542), student motivation (M = 1.2680, SD = 0.14769), and student engagement (M = 1.1060, SD = 0.10382). Correlational analysis revealed statistically significant associations between teachers’ cultural competence and student engagement (r = 0.029, p < .05) and motivation (r = −0.143, p < .05), leading to the rejection of the null hypothesis. These findings suggest that culturally responsive instructional practices function as significant pedagogical mechanisms influencing students’ motivational orientation and engagement behaviors. The study underscores the role of cultural competence as a critical determinant of inclusive and effective teaching, with implications for teacher professional development, curriculum contextualization, and policy formulation in diverse educational settings.