Abstract

Student engagement is a critical factor in technical-vocational education, where learners are expected to develop both theoretical knowledge and practical competencies. This study examined the relationship between instructional management practices and learning engagement among high school students enrolled in NC II programs, with learners’ self-efficacy as a mediating variable. Using a quantitative, non-experimental, cross-sectional correlational research design with mediation analysis, the study involved 327 students from 20 selected public secondary schools offering NC II Home Economics programs in the Province of La Union, Philippines. Data were collected using structured self-report questionnaires measuring instructional management practices, learners’ self-efficacy, and learning engagement. Descriptive statistics, Pearson correlation analysis, multiple regression analysis, and bootstrapped mediation analysis were employed. The findings revealed that instructional management practices, learners’ self-efficacy, and learning engagement were all rated at high levels. Significant positive associations were found among the three variables. Regression analysis showed that instructional management practices and learners’ self-efficacy significantly contributed to learning engagement, explaining 53.9% of its variance, with learners’ self-efficacy demonstrating the stronger predictive contribution. Mediation analysis further revealed that learners’ self-efficacy partially and significantly mediated the relationship between instructional management practices and learning engagement, with 54.4% of the total effect mediated through the indirect pathway. The findings suggest that engagement among NC II learners is associated with both effective instructional management practices and learners’ confidence in performing competency-based tasks. Strengthening teacher-guided learning experiences and supporting learners’ self-efficacy may provide meaningful directions for enhancing engagement in technical-vocational learning environments.

This work is licensed under a Creative Commons Attribution 4.0 License.