Teachers’ Creativity and Critical Thinking Disposition as Predictors of Students’ Engagement in Technology and Livelihood Education Classes

This study examined whether teachers’ creativity and teachers’ critical thinking disposition predicted students’ engagement in Technology and Livelihood Education (TLE) classes. Using a quantitative, descriptive–correlational approach, data were gathered from Senior High School learners enrolled in the Technical-Vocational strand in public schools. Stratified random sampling were used and a total of 300 respondents answers the standardized survey instruments to assess teachers’ creativity, teachers’ critical thinking disposition, and students’ engagement in terms of cognitive, affective, and behavioral dimensions. Results showed that teachers’ creativity and critical thinking disposition were generally high, and students’ engagement in TLE classes was likewise high across engagement domains. Correlational analysis revealed significant positive relationships between teachers’ creativity and students’ engagement, and between teachers’ critical thinking disposition and students’ engagement, indicating that learners tended to be more engaged when teachers demonstrated stronger creative practices and reflective, open-minded thinking dispositions. Regression analysis further showed that teachers’ creativity and critical thinking disposition significantly influenced student engagement, both independently and when combined, suggesting that these teacher-related factors explained variation how students participated, persisted, and invested effort in learning tasks. The study contributed to literature by examining the combined role of teachers’ creativity and critical thinking disposition as predictors of student engagement within a TLE context and offered guidance for teacher development. SDG Indicators: #4 Quality Education, #8 Decent Work and Economic Growth