Teacher Interaction Proficiencies as Pathways to Enhanced Learning Environments

Abstract ―​

This study examined teachers’ interaction proficiency and its influence on students’ learning, engagement, motivation, and academic success in San Leonardo, Nueva Ecija. Utilizing a descriptive-correlational design, data were collected through validated questionnaires from a sample of 210 teachers, 17 school heads, and 353 students. The gathered data were subsequently analyzed using weighted mean, Pearson’s r, Spearman’s rho, and the Kruskal-Wallis test. The results revealed that while teachers demonstrated an advanced level of interaction proficiency—with active listening emerging as their strongest skill—areas such as flexibility and emotional management still required improvement. Furthermore, teachers' interaction proficiency was found to significantly influence student outcomes. While sex showed a slight significant relationship to these dynamics, other demographic variables such as age, specialization, and years of service did not. Based on these findings, respondents highlighted a critical need for continuous professional development. Ultimately, the study concludes that strengthening teachers’ communication and interpersonal skills directly enhances student outcomes and promotes a more supportive, engaging learning environment.