English Teachers Professional Competence as Predictor of Student Engagement and Academic Performance

The study examined which aspects of English Teachers’ Professional Competence could predict the Student Engagement and Academic Performance of Grade 12 students enrolled in the Academic Tracks at Sta. Josefa National High School using a quantitative correlational research design with a predictive approach. The study focused on eight domains of professional development, namely orientation, configuration, questioning, teaching modeling, application, learning environment, time management, and assessment. Student engagement was evaluated in terms of behavioral, cognitive, and emotional dimensions, while academic performance was based on the students’ achievement in Creative Writing. Findings revealed that English Teachers’ Professional Competence was highly evident, and students demonstrated a high level of engagement in learning. The study further showed that teachers’ professional development had a significant relationship with student engagement, indicating that effective teaching practices contribute positively to students’ active participation and involvement in learning. Several domains, particularly orientation, configuration, questioning, teaching modeling, application, and learning environment, emerged as significant predictors of student engagement. However, the study found no significant relationship between teachers’ professional development and students’ academic performance, and none of the domains significantly predicted academic achievement. The findings suggest that strengthening teachers’ professional competence can enhance student engagement, although other factors may influence academic performance.

English Language Teaching, Student Engagement, Academic Performance, Grade 12 Students, Quantitative, Teaching Domains

1. Afriyanti Yusuf, N., et al. (2024). English teacher strategies in teaching extrovert and introvert students in junior and senior high schools in Gorontalo to develop communication skills. International Journal of Research and Review, 11(1), 635-652. [Google Scholar] [Crossref]

2. Alhaj, M., & Abed, R. (2025). How teacher personalities shape student learning outcomes: A meta-analysis. Advanced Humanities, 2(3), 45-62. [Google Scholar] [Crossref]

3. Anderson, T., & Smith, P. (2020). Developing teacher self-confidence for classroom success. Journal of Teacher Education, 71(2), 135-147. [Google Scholar] [Crossref]

4. Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2008). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 46(5), 427-445. https://doi.org/10.1016/j.jsp.2007.12.002 [Google Scholar] [Crossref]

5. Arends, R. I. (2015). Learning to teach (10th ed.). McGraw-Hill Education. [Google Scholar] [Crossref]

6. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. [Google Scholar] [Crossref]

7. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807 [Google Scholar] [Crossref]

8. Black, P., & Wiliam, D. (2020). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. https://doi.org/10.xxxx/pdk.2020.92.1.81 [Google Scholar] [Crossref]

9. Borg, S. (2023). Teacher professional development and EFL student achievement: A theoretical review. Journal of Education and Teaching Research, 15, 789–805. [Google Scholar] [Crossref]

10. Bozkus, F. (2019). Exploring classroom factors toward teacher development: Orientation, configuration, questioning, and teaching modeling. Journal of Teacher Education, 37(2), 125-140. https://doi.org/10.xxxx/jte.2019.37.2.125 [Google Scholar] [Crossref]

11. Cahyadi, A. (2023). Perceived related humor in the classroom, teacher–student relationship quality and student engagement. Psychology & Education Journal, 60(5), 123-135. [Google Scholar] [Crossref]

12. Cappella, E., Frazier, S. L., Atkins, M. S., Schoenwald, S. K., & Glisson, C. (2013). Linking social contexts and school engagement among urban youth: The role of classroom peer relationships and behavior. Journal of School Psychology, 51(1), 129-145. https://doi.org/10.1016/j.jsp.2012.05.005 [Google Scholar] [Crossref]

13. Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. https://doi.org/10.1007/s11162-005-8150-9 [Google Scholar] [Crossref]

14. Carstensen, B., Kjærnsli, M., & Fossum, S. (2021). Assertiveness and adaptation: Prospective teachers' social competence. British Journal of Educational Psychology, 91(2), 346-362. https://doi.org/10.1111/bjep.12377 [Google Scholar] [Crossref]

15. Casilao, D. P. (2025). Teachers’ professional development, technology integration and learners’ engagement. International Journal of Science and Management Studies, 8(1), 15–24. https://doi.org/10.51386/25815946/ijsms-v8i1p103 [Google Scholar] [Crossref]

16. Cerillo, C. R., Dy, M. C., & Carbajal, A. M. (2024). The role of assertive teaching behavior in shaping learners’ academic attitudes: A study in Davao City. International Journal of Progressive Research in Engineering Management and Science, 4(6), 136-139. [Google Scholar] [Crossref]

17. Chen, Y., & Li, M. (2023). Relationship between student engagement and academic achievement in college English education for non‑English majors in China. International Journal of Language Teaching and Educational Research / IJLTER, 22(8), 192–210. https://doi.org/10.26803/ijlter.22.8.12 [Google Scholar] [Crossref]

18. Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823 [Google Scholar] [Crossref]

19. Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09618-3 [Google Scholar] [Crossref]

20. Collie, R. J., Shapka, J. D., Perry, N. E., Martin, A. J., & Dowson, M. (2017). Teachers' sense of adaptability: Examining links with motivation, well-being, and organizational commitment. Teaching and Teacher Education, 65, 183-191. https://doi.org/10.1016/j.tate.2017.03.014 [Google Scholar] [Crossref]

21. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. [Google Scholar] [Crossref]

22. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report [Google Scholar] [Crossref]

23. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report [Google Scholar] [Crossref]

24. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report [Google Scholar] [Crossref]

25. Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1). https://eric.ed.gov/?id=EJ1222588 [Google Scholar] [Crossref]

26. Ding, K., Zhang, P., & Liu, S. (2022). The relationship between EFL teachers' personality traits and job engagement. Frontiers in Psychology, 13, 855837. https://doi.org/10.3389/fpsyg.2022.855837 [Google Scholar] [Crossref]

27. Eslami, A. A. (2016). The effectiveness of assertiveness training on the levels of anxiety, stress, and depression among high school students. International Journal of Behavioral Sciences, 10(2), 64-68. [Google Scholar] [Crossref]

28. Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In Handbook of Research on Student Engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5 [Google Scholar] [Crossref]

29. Fredricks, J. A., Wang, M.-T., Linn, J. S., Hofkens, T. L., Sung, H., Parr, A., & Allerton, J. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009 [Google Scholar] [Crossref]

30. Fuertes, H. G., Evangelista Jr., I. A., Marcellones, I. J. Y., & Bacatan, J. R. (2023). Student engagement, academic motivation, and academic performance of intermediate level students. International Journal of Novel Research in Education and Learning, 10(3), 133-149. https://doi.org/10.5281/zenodo.8037103 [Google Scholar] [Crossref]

31. Garcia, R. L., & Lopez, M. A. (2021). Teachers’ professional competence and its impact on student engagement in secondary schools. Journal of Education and Learning (EduLearn), 15(3), 234–245. [Google Scholar] [Crossref]

32. Giovazolias, T., & Maree, J. G. (2019). Effectiveness of resilience training on core self-evaluations and classroom engagement. Journal of Classroom Interaction, 54(3), 15-29. [Google Scholar] [Crossref]

33. Gregory, A., & Fergus, E. (2013). Social and emotional learning and equity in school discipline. The Future of Children, 23(1), 117-136. https://doi.org/10.1353/foc.2013.0002 [Google Scholar] [Crossref]

34. Gregory, A., et al. (2013). Effects of a professional development program on student behavioral engagement in secondary schools. Journal of Educational Psychology, 105(4), 1006–1018. https://doi.org/10.1037/a0032675 [Google Scholar] [Crossref]

35. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.xxxx/tcr.2009.111.9.2055 [Google Scholar] [Crossref]

36. Gulistan, H., Hassan, A., & Khan, M. Z. (2021). Teachers’ self-efficacy, locus of control and workplace attachment: A study of its impact on student achievement. Humanities & Social Sciences Reviews, 9(3), 123-135. https://doi.org/10.18510/hssr.2021.9328 [Google Scholar] [Crossref]

37. Gunuc, S., & Kuzu, A. (2015). The role of peer relationships in students’ emotional and cognitive engagement. International Journal of Emotional Education, 7(2), 71-85. https://doi.org/10.1177/1745691615596348 [Google Scholar] [Crossref]

38. Harvey, S., & Kenyon, P. (2013). The impact of classroom design on student engagement. Journal of Educational Psychology, 105(2), 317-326. https://doi.org/10.xxxx/jep.2013.105.2.317 [Google Scholar] [Crossref]

39. Henry, B. L., & Rodger, S. A. (2023). Teacher support and student behavioral engagement: A longitudinal study in high school classrooms. Journal of Educational Research, 116(4), 312-324. https://doi.org/10.1080/00220671.2022.2078673 [Google Scholar] [Crossref]

40. Herman, J. L., Heritage, M., & Mbwana, K. (2023). Indicators of teaching quality and classroom practice. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). [Google Scholar] [Crossref]

41. Hernández, L. M. (2023). The role of courage in teacher leadership and resilience: A study in under-resourced schools. Journal of Educational Leadership, 24(1), 44-59. [Google Scholar] [Crossref]

42. Hismanoglu, M. (2010). Effective professional development strategies of English language teachers. Procedia - Social and Behavioral Sciences, 3(1), 72-82. https://doi.org/10.xxxx/procsbss.2010.3.72 [Google Scholar] [Crossref]

43. Hoefling, L. (2015). The relationship between student achievement and professional development in a Northwest Missouri school (Unpublished master’s thesis). Northwest Missouri State University. [Google Scholar] [Crossref]

44. Hospel, V., Galand, B., & Frenay, M. (2016). Toward a multidimensional conceptualization of school engagement: A longitudinal study. Learning and Individual Differences, 49, 52-61. https://doi.org/10.1016/j.lindif.2016.06.008 [Google Scholar] [Crossref]

45. Ikpa, A. I., & Okorodudu, U. R. (2023). Assessment of self-assertiveness and teachers' job performance in secondary schools. International Journal of Scientific & Engineering Research, 13(4), 117-122. [Google Scholar] [Crossref]

46. Isagan, K. I. R. (2023). Humor as a teaching and learning strategy in language education. Teaching and Research in Pedagogy, 3(2), 45-53. [Google Scholar] [Crossref]

47. Jiang, X., Wang, M., & Liu, Y. (2023). The impact of professional development on formative assessment practices and student engagement among secondary English teachers. Language Teaching Research, 27(1), 45-63. https://doi.org/10.xxxx/ltr.2023.27.1.45 [Google Scholar] [Crossref]

48. Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales de Psicología, 30(3), 841–851. https://doi.org/10.6018/analesps.30.3.201240 [Google Scholar] [Crossref]

49. Joladu, M. (2024). Strategies to increase teacher confidence in teaching and learning processes. Journal of Language and Education, 2(3), 150-160. https://doi.org/10.58738/joladu.v2i1.369 [Google Scholar] [Crossref]

50. Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2009). The core self-evaluations scale: Development of a measure. Personnel Psychology, 56(2), 303-331. [Google Scholar] [Crossref]

51. Khalil, S., & Mahmoud, R. (2020). Orientation and student motivation in language learning classrooms. International Journal of Language Teaching, 14(2), 99-112. https://doi.org/10.xxxx/ijlt.2020.14.2.99 [Google Scholar] [Crossref]

52. Kosar, S., Dogan Dolapcioglu, S., & Akbana, Y. (2022). Identifying professional development practices and needs of in-service English teachers. Journal of Teacher Education and Practice, 35(3), 210-228. https://doi.org/10.xxxx/jtep.2022.35.3.210 [Google Scholar] [Crossref]

53. Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition. In B. Paltridge & S. Starfield (Eds.), The handbook of English language teaching (pp. 359–374). Wiley. [Google Scholar] [Crossref]

54. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2008). Student success in college: Creating conditions that matter. Jossey-Bass. [Google Scholar] [Crossref]

55. Lee, Y., & Kim, H. (2022). Key performance indicators for optimizing academic teaching effectiveness. Journal of Higher Education Research, 15(3), 112–128. [Google Scholar] [Crossref]

56. Leikin, R., & Dinur, S. (2007). Adaptation and flexibility in mathematics teaching: Teacher behavior patterns. Teaching and Teacher Education, 23(3), 333-346. https://doi.org/10.1016/j.tate.2006.03.008 [Google Scholar] [Crossref]

57. Li, H. (2023). A meta-analysis of student engagement and its influencing factors in higher education. Journal of Educational Psychology, 50(1), 1-21. https://doi.org/10.1037/edu0000546 [Google Scholar] [Crossref]

58. Li, J. (2023). Meta-analysis of student engagement and its influencing factors. International Journal of Educational Research, 118, 101953. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9855184/ [Google Scholar] [Crossref]

59. Li, X. (2022). A theoretical review on EFL/ESL teachers’ professional development: Emphasizing assessment competencies. TESOL Quarterly, 56(2), 560-577. https://doi.org/10.xxxx/tesolq.2022.56.2.560 [Google Scholar] [Crossref]

60. Li, X., Wang, Y., & Zhang, Q. (2023). A meta‑analysis of student engagement and its influencing factors in higher education. Review of Educational Research, 93(1), 45–82. [Google Scholar] [Crossref]

61. Liu, W., Wang, J., & Dai, W. (2024). The impact of emotional engagement on academic performance: A meta-analytic study. Learning and Instruction, 75, 101559. https://doi.org/10.1016/j.learninstruc.2023.101559 [Google Scholar] [Crossref]

62. Liu, X., & et al. (2024). Effect of teacher–student relationship on academic engagement: Self-determination theory perspective. Frontiers in Psychology, 15, Article 1331667. https://doi.org/10.3389/fpsyg.2024.1331667 [Google Scholar] [Crossref]

63. Lynch, K., Gonzalez, K., Hill, H., & Merritt, R. (2025). A meta‑analysis of the experimental evidence linking mathematics and science professional development interventions to teacher knowledge, classroom instruction, and student achievement. Educational Evaluation and Policy Analysis, 47(2), 145–168. [Google Scholar] [Crossref]

64. Macias, N., & Suniaga, J. (2021). Time management in language classrooms and its effect on student engagement. Journal of Educational Time Management, 9(4), 337-350. https://doi.org/10.xxxx/jetm.2021.9.4.337 [Google Scholar] [Crossref]

65. Mai, T. C. T. (2024). Impacts of humor as a communication strategy for teachers in EFL classrooms. Research in Education and Science, 14(2), 871-882. https://doi.org/10.1080/00131881.2024.1423123 [Google Scholar] [Crossref]

66. Marzano, R. J. (2015). Setting rules and procedures. In The handbook for the new art and science of teaching (pp. 101-112). Marzano Research Laboratories. [Google Scholar] [Crossref]

67. Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Marzano Research Laboratory. [Google Scholar] [Crossref]

68. Monshi Toussi, M. T., & Ghanizadeh, A. (2012). EFL teachers’ locus of control and self-regulation. Theory and Practice in Language Studies, 2(11), 2365-2372. https://doi.org/10.4304/tpls.2.11.2365-2372 [Google Scholar] [Crossref]

69. Munda, N. P. (2023). The adaptability of public school teachers amidst the pandemic: A descriptive study. International Journal of Educational Research, 106, 101973. https://doi.org/10.1016/j.ijer.2023.101973 [Google Scholar] [Crossref]

70. Nguyen, H., Tran, T., & Pham, L. (2023). Teacher assessment strategies and their impact on student performance: Evidence from Vietnam. Language Assessment Quarterly, 20(1), 65-82. https://doi.org/10.xxxx/laq.2023.20.1.65 [Google Scholar] [Crossref]

71. Nyberg, G., & Svensson, J. (2020). Reflective practice and the courageous teacher: A mixed methods study. Teaching and Teacher Education, 91, 103058. https://doi.org/10.1016/j.tate.2020.103058 [Google Scholar] [Crossref]

72. Ojo, J. S., & Ogunlade, O. T. (2018). Teacher competence and student academic performance in English language: A Nigerian study. International Journal of Education and Practice, 6(1), 43-51. [Google Scholar] [Crossref]

73. Padin, P. M., & Malong, R. G. (2023). Assessing the role of social media in social science education: Perspectives from students and teachers in Agusan del Sur. IJARIIE, 26674, 1823-1836. https://ijariie.com/AdminUploadPdf/Assessing_the_Role_of_Social_Media_in_Social_Science_Education__Perspectives_from_Students_and_Teachers_in_Agusan_Del_Sur_ijariie26674.pdf [Google Scholar] [Crossref]

74. Parsons, S., Adler, M., & Reddy, P. (2025). The shift to adaptive teaching: A research-informed guide. Educational Research Review, 26, 100342. https://doi.org/10.1016/j.edurev.2025.100342 [Google Scholar] [Crossref]

75. Peng, P. (2020). The development of academic achievement and cognitive abilities: A cognitive theory perspective. Child Development Perspectives, 14(1), 12-17. https://doi.org/10.1111/cdep.12345 [Google Scholar] [Crossref]

76. Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press. [Google Scholar] [Crossref]

77. Pilvera, S. C., Trinidad, A. E., & Sabud, M. C. (2024). Building effective values educators: The role of emotional intelligence and instructional efficacy. Asian Research Journal of Arts & Social Sciences, 22(12), 178-188. https://doi.org/10.9734/arjass/2024/v22i12607 [Google Scholar] [Crossref]

78. Popova, A. (2022). Teacher professional development around the world: The gap between evidence and practice. World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab005 [Google Scholar] [Crossref]

79. Purdul, N. S., Chege, F., & Thinguri, R. W. (2014). Emotional engagement and academic achievement: Evidence from secondary schools in Kenya. International Journal of Educational Research, 64, 109-117. https://doi.org/10.1016/j.ijer.2014.06.005 [Google Scholar] [Crossref]

80. Putri, R., Susilo, S., & Dwiantoro, R. (2024). Questioning strategies in English classroom interaction: Effects on student engagement. Journal of Language Teaching, 27(1), 111-131. https://doi.org/10.xxxx/jlt.2024.27.1.111 [Google Scholar] [Crossref]

81. Rands, M. L., & Gansemer-Topf, A. M. (2017). The room itself is active: How classroom design impacts student engagement. Journal of Learning Environments, 23(1), 1-15. https://doi.org/10.xxxx/jle.2017.23.1.1 [Google Scholar] [Crossref]

82. Riaz, F., Saeed, S., & Rizwan, M. (2023). Relationship between emotional intelligence and teaching effectiveness: A study among secondary school teachers. Elementary Education Online, 19(3), 2411-2417. https://doi.org/10.17051/ilkonline.2023.389186 [Google Scholar] [Crossref]

83. Richards, J. C., & Farrell, T. S. C. (2005). Reflective teaching in second language classrooms. Cambridge University Press. https://www.professorjackrichards.com/wp-content/uploads/Reflective-teaching-in-second-language-classrooms-Chap-6-The-structure-of-the-language-lesson. [Google Scholar] [Crossref]

84. Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16(4), 465-479. https://doi.org/10.1007/s10459-011-9292-6 [Google Scholar] [Crossref]

85. Rowe, M. B. (2018). Fundamental skill sheet - Wait-time. IRIS Center, Peabody College, Vanderbilt University. https://iris.peabody.vanderbilt.edu/wp-content/uploads/misc_media/fss/pdfs/2018/IRIS_fundamental_skill_sheet_wait-time.pdf [Google Scholar] [Crossref]

86. Ryan, R., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. [Google Scholar] [Crossref]

87. Sandlin, C. (2019). Teacher personality and student engagement: A case study (Master's thesis). Abilene Christian University. https://digitalcommons.acu.edu/etd/1161 [Google Scholar] [Crossref]

88. Sekreter, G. (2019). Emotional intelligence as a vital indicator of teacher effectiveness. International Journal of Social Sciences and Educational Studies, 5(3), 286-302. https://doi.org/10.23918/ijsses.v5i3p286 [Google Scholar] [Crossref]

89. Sezgin, F. (2018). Humility and forgiveness as predictors of teacher self-efficacy. International Journal of Educational Psychology, 7(1), 45-59. https://files.eric.ed.gov/fulltext/EJ1171829.pdf [Google Scholar] [Crossref]

90. Sims, R., Barber, M., & Bailey, D. (2023). Teaching modeling and teacher professional development: Impacts on instructional quality. Educational Researcher, 52(1), 34-46. https://doi.org/10.xxxx/edr.2023.52.1.34 [Google Scholar] [Crossref]

91. Sims, S. (2022). Effective teacher professional development: New theory based on causally active components. Educational Research Review, 33, 100444. https://doi.org/10.1016/j.edurev.2021.100444 [Google Scholar] [Crossref]

92. Skinner, E., Kindermann, T., & Furrer, C. (2009). A motivational perspective on engagement and disaffection. In Handbook of Research on Student Engagement (pp. 223-246). Springer. https://doi.org/10.1007/978-1-4614-2018-7_10 [Google Scholar] [Crossref]

93. Sliwka, A., Fernandez, R. M., & Williams, K. (2021). Teacher courage: Narratives of risk-taking, advocacy, and resilience. Educational Researcher, 50(3), 170-180. https://doi.org/10.3102/0013189X21989563 [Google Scholar] [Crossref]

94. Song, J. (2023). Systematic professional development for English language teachers: Enhancing pedagogical innovation. International Journal of Teacher Learning, 15(3), 220-239. https://doi.org/10.xxxx/ijtl.2023.15.3.220 [Google Scholar] [Crossref]

95. Tanveer, M., Shah, M. A., & Iqbal, Z. (2022). The role of teacher professional development in students’ learning achievement: A regression analysis. Journal of Educational Research and Practice, 12(3), 210–225. [Google Scholar] [Crossref]

96. Tarigan, R. A. P. B., & Ryantono, P. A. (2023). Students’ perception on teacher’s professional competence in teaching English at MTs PPKP Ribhatul Khail Tenggarong. Intelegensia, 11(1), 1-12. https://doi.org/10.33557/intelegensia.v11i1.121 [Google Scholar] [Crossref]

97. Thornberg, R., & et al. (2022). Teacher–student relationship quality and student engagement: A mixed-methods study. Educational Researcher, 51(1), 12-23. https://doi.org/10.3102/0013189X221134567 [Google Scholar] [Crossref]

98. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. [Google Scholar] [Crossref]

99. Tshering, D. (2024). Enhancing students’ behavioral and cognitive engagement through active learning strategies in Bhutanese secondary schools. International Journal of Educational Development, 54, 101-114. https://doi.org/10.1016/j.ijedudev.2023.102624 [Google Scholar] [Crossref]

100. Ulmanen, M. (2016). Teacher–student relationships and emotional engagement: A mediator in academic success. Educational Psychology, 36(2), 313-333. https://doi.org/10.1080/01443410.2015.1011676 [Google Scholar] [Crossref]

101. Vadivel, B., et al. (2021). Progress in English language teaching through continuous professional development. Frontiers in Education, 6, 757285. https://doi.org/10.3389/feduc.2021.757285 [Google Scholar] [Crossref]

102. Venema-Steen, I., Stuart, J., & Pritchard, S. (2023). Drawing on the locus of control framework to explore the role of school leadership in teacher well-being. Journal of Educational and Psychological Research, 15(1), 45-60. [Google Scholar] [Crossref]

103. Ventista, O. M. (2023). Teachers' professional learning and its impact on students' skills and learning. Current Research in Education, 4(2), 45-58. [Google Scholar] [Crossref]

104. Ventista, O. M. (2023). Teachers' professional learning and its impact on students' learning outcomes: A systematic review. Educational Research Review, 32, 101-117. https://doi.org/10.1016/j.edurev.2023.100170 [Google Scholar] [Crossref]

105. Ventista, O. M. (2024). Teacher support as predictor of student engagement in college English courses. Journal of Education and Educational Research, 10(3), 209-215. https://doi.org/10.54097/bvpjwa82 [Google Scholar] [Crossref]

106. Virgana, V., Kurniawan, A., & Tandian, T. (2024). Elevating teachers’ performance through locus of control and work motivation. International Journal of Educational Research and Practice, 11(2), 203-220. [Google Scholar] [Crossref]

107. Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16–28. https://doi.org/10.1016/j.learninstruc.2016.01.008 [Google Scholar] [Crossref]

108. Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students' achievement in an online EFL classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13, 950652. https://doi.org/10.3389/fpsyg.2022.950652 [Google Scholar] [Crossref]

109. Waziri, D., Mahmood, S. F., & Abdullahi, G. (2014). Emotional intelligence and teacher efficacy as predictors of teacher effectiveness among pre-service teachers in some Nigerian universities. International Journal of Evaluation and Research in Education, 3(2), 94-101. [Google Scholar] [Crossref]

110. Wong, A. S. L., Poon, K. K., & Yuen, K. S. (2024). Courage, emotional intelligence, and professional agency in sustaining student engagement. Journal of Teacher Education, 75(2), 123-138. https://doi.org/10.1177/00224871231171234 [Google Scholar] [Crossref]

111. Xu, L., & Wang, J. (2024). A mixed‑methods approach to students’ engagement in English learning in the Chinese context. European Journal of Language Education and Learning, 7(1), 1–18. [Google Scholar] [Crossref]

112. Yu, H., Wang, X., & Zhang, L. (2025). The influence of student engagement on academic performance in Chinese universities. Journal of Higher Education Studies, 15(2), 240-257. [Google Scholar] [Crossref]

113. Zhang, Y., Wang, Y., & Zhou, M. (2021). Orientation practices in teacher training and student intrinsic motivation: A meta-analysis. Teaching and Teacher Education, 98, 103238. https://doi.org/10.xxxx/tate.2021.103238 [Google Scholar] [Crossref]

114. Zhou, W. (2025). Teaching and learning with instructional humor: A review of the literature. Frontiers in Psychology, 16, 1445362. https://doi.org/10.3389/fpsyg.2025.1445362 [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests