ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Education is often viewed as the key to break the cycle of poverty, yet for many teachers and students, socioeconomic barriers remain deeply entrenched impediments to effective learning. This research examined socioeconomic barriers affecting teachers’ instructional performance and students’ cognitive engagement in Araling Panlipunan among selected secondary schools in Minglanilla District II, Division of Cebu Province for School Year 2024–2025. A descriptive-quantitative method was utilized to collect and analyze data from 453 respondents: 25 teachers, 216 students, and 212 parents. Among the teachers, 48 percent were aged 31– 40, female and married, with an average age of 36. They had earned units in a Master’s Degree, served 11– 20 years, taught Grade 9 Araling Panlipunan, held Teacher I–III positions, and attended In-Service Training Webinars. Of the student respondents, 56.93 percent were 15–16 years old, predominantly female, with an average age of 16, and from medium-sized families. They had 2–3 siblings, were sons or daughters in the family, and had “Very Satisfactory” academic performance in the 3rd grading period. Among the parents, 77.83 percent were aged 41–50, female, married, and college graduates. They were self-employed and had a monthly income between Php 10,957 and 21,914. Findings showed that teachers’ performance across Key Result Areas (KRAs) was rated Very Satisfactory. Socioeconomic barriers were Highly Significant in their impact on instructional performance, while students were rated Highly Engaged cognitively. A significant relationship was found between socioeconomic barriers and both instructional performance and student engagement. Thus, a self-directed student engagement program was strongly recommended. Keywords — Educational Administration, Descriptive-quantitative, Socioeconomic Barriers, Student’s Engagement, Cebu City, Philippines