Teaching Practices Anchored in Learner-Centered Pedagogy and Their Impact on Classroom Engagement at Maluno Integrated School

Abstract

Learner-centered pedagogy (LCP) is widely associated with improved classroom engagement, yet evidence from school-based, practice-focused studies remains uneven across contexts. This study examined how teaching practices anchored in LCP shaped learners’ behavioral, emotional, and cognitive engagement at Maluno Integrated School. Using a qualitative case study design, data were generated through classroom observations, semi-structured interviews with teachers and school leaders, and focus group discussions with learners. Thematic analysis guided the interpretation of patterns linking instructional moves to engagement outcomes. Findings indicate that engagement strengthened when teachers (1) organized cooperative learning with clear roles and accountability, (2) contextualized lessons using learners’ community experiences, (3) scaffolded tasks with autonomy-supportive structure, and (4) sustained a caring, responsive classroom climate. These practices increased learners’ participation, interest, persistence, and strategic thinking during tasks. The study highlights actionable implications for professional development and instructional leadership, emphasizing coaching on autonomy support, collaborative task design, and culturally responsive contextualization. Future research may test these relationships using mixed-methods or multi-site designs to connect observed teaching practices with achievement and longer-term engagement trajectories.