Abstract

Civic engagement is an important part of how students learn to understand their communities, recognize social issues, and take part in efforts that benefit the public. In higher education, teachers often serve as the first examples of what it means to be an involved and responsible member of society. This study explored how teacher behavior influences the civic engagement of students at Cebu Normal University - Main Campus. Using an explanatory sequential mixed-methods design, the researchers first gathered quantitative data from forty (40) Social Studies students through the Civic Engagement Scale (CES) and a researcher-made survey that assessed specific teacher behaviors. The results indicated that students showed very high civic-minded attitudes and maintained consistently high participation in community activities. Behaviors such as encouragement, enthusiasm, role modeling, mentorship, and empowering classroom practices were strongly linked to students’ willingness to take part in civic and community-related work. To deepen the quantitative findings, semi-structured interviews were conducted with ten (10) purposively selected students. The qualitative responses revealed that students were influenced not only by the lessons taught in class but also by the sincerity, initiative, and personal example shown by their teachers. Students described their teachers as guides who help them understand social realities and motivate them to act with purpose. Overall, the study highlights the meaningful role of teacher behavior in strengthening students’ sense of responsibility, social awareness, and commitment to civic involvement.