ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the relationship between teacher behaviors and student engagement among first-year college students at St. Vincent’s College Incorporated in Dipolog City, Philippines. Grounded in Basic Psychological Needs Theory, the research explored how teacher behaviors that satisfy or frustrate students’ psychological needs influenced their cognitive, emotional, and behavioral engagement in learning. A cross-sectional, nonexperimental quantitative design was used, with 453 students completing a self-administered survey on teacher behaviors and engagement. Exploratory factor analysis revealed two supportive teacher behaviors: encouraging student academic growth and creating an inclusive learning space, and three unsupportive behaviors: establishing an creating an unwelcoming learning environment, Dismissing Students’ Ideas, and using limited meaningful engagement. Descriptive statistics indicated a mix of both supportive and unsupportive behaviors, while correlation analysis showed that positive teacher behaviors were linked to higher engagement, and negative behaviors to lower engagement. Multiple regression analysis found that teacher behaviors promoting academic growth and inclusivity significantly predicted cognitive, emotional, and behavioral engagement, including students’ enthusiasm for learning. Unsupportive behaviors, particularly creating an unwelcoming environment, were significant negative predictors of cognitive engagement. These findings emphasize the role of teacher behaviors in shaping student motivation and engagement. The study suggests that professional development and institutional policies should focus on enhancing supportive teaching practices while minimizing negative behaviors to improve student engagement and success. Keywords: Teacher Behavior, Student Engagement, Academic Growth, Supportive Teacher Behaviors, Unsupportive Behaviors, Basic Psychological Needs Theory, Exploratory Factor Analysis