Teacher Engagement and Authentic Learning Environment As Determinants of Learner's Academic Achievement

Abstract

This study examined the extent of teacher engagement and the characterization of the learning environment in relation to the academic achievement of learners in selected public elementary and secondary schools in Leyte and Cebu during the School Year 2026–2027. Specifically, it aimed to develop a Learning Environment and Engagement Development (LEAD) Framework that could support the enhancement of educational outcomes. The study employed a descriptive-evaluative research design and utilized a modified Utrecht Work Engagement Scale (UWES) and an Authentic Learning Environment Survey to gather data from 67 teacher-respondents and 169 learner-respondents. Findings revealed that the teacher workforce was highly qualified, with many possessing advanced graduate units and extensive years of teaching experience. Teacher engagement was found to be very high, with an overall mean of 4.42. Among its dimensions, Dedication obtained the highest rating, while Absorption received the lowest due to the demands of administrative and clerical responsibilities. The learning environment was characterized as highly authentic, obtaining an overall mean of 3.58. The Social and Instructional dimensions were fully optimized, whereas the Physical dimension was rated only as authentic, indicating the need for further improvement in facilities and resources. Learners generally demonstrated satisfactory to outstanding academic performance, with 30.77% attaining the outstanding level. However, a considerable proportion remained within the satisfactory category. The study identified excessive ancillary tasks and insufficient digital resources as major factors limiting the optimization of learner achievement. It concluded that academic success is largely sustained by teacher commitment and resilience rather than by adequate infrastructural support. Based on these findings, the LEAD Framework was developed as a strategic intervention emphasizing administrative efficiency, improved learning spaces, and contextualized instructional practices to enhance learner achievement and educational quality.