Abstract

This study examined the relationships among teacher support, academic motivation, and student engagement among Bachelor of Elementary Education (BEED) students at Davao de Oro State College (DDOSC). Using a quantitative correlational design, data were collected from 156 BEED first- to fourth-year students, selected through stratified random sampling. Descriptive analysis revealed high levels of teacher support, academic motivation, and student engagement. Kendall’s Tau correlation analysis showed a moderate positive relationship between teacher support and student engagement (τ = 0.346, p < .001), and a stronger positive relationship between academic motivation and student engagement (τ = 0.457, p < .001). The findings suggest that while supportive teaching practices directly enhance student engagement, students’ intrinsic and extrinsic motivation play a more central role in sustaining active participation in learning. These indicate that students who perceive higher levels of teacher emotional and pedagogical support tend to be more engaged in their learning. These results highlight the importance of strengthening both motivational processes and supportive instructional environments to promote meaningful student engagement in teacher education programs.