Fostering Quality Education Through Classroom Dynamics: Their Impact on School Climate And Student Engagement

AUTHOR(S)

ROMMEL DG. AQUINO, LPT WILLY O. GAPASIN, DBA, LPT

ABSTRACT

—— This study examined the role of classroom dynamics in fostering quality education by analyzing the impact on school climate and student engagement at the College of Business and Public Administration, Eulogio “Amang” Rodriguez Institute of Science and Technology (EARIST). Employing a descriptive-comparative research design, the study gathered insights from administrators, faculty members, and students through surveys and semi-structured interviews. Findings revealed that classroom dynamics —specifically teacher–student relationships, classroom atmosphere, inclusivity, and diversity —were generally rated very satisfactory, contributing significantly to a positive school climate. Student engagement, as measured by active participation, interest in the content, and collaborative learning, was also found to be very satisfactory. However, gaps emerged in personalized learning and the real-world application of knowledge. While cooperative learning and supportive teacher–student relationships enhanced motivation and sense of community, challenges such as distractions, passive learning, negative peer influence, and workload-related stress hindered optimal engagement. The results highlight the interdependence of classroom interactions, school climate, and student engagement, emphasizing the need for inclusive pedagogies, real-world connections, and strategies that address both academic and socio-emotional factors to sustain quality education. Keywords — Classroom Dynamics, School Climate, Student Engagement, Quality Education