This study examined the relationship between teacher motivation and student engagement in 21st-century classrooms within the Taft District, Eastern Samar. Utilizing a descriptive-correlational design, data were gathered from 135 teachers (complete enumera-tion) and 344 students (random sampling using Slovin's formula). Teacher motivation was assessed in terms of salary and benefits, rewards and recognition, work environment and resources, and administrative support. Student engagement was measured across cognitive, behavioral, emotional, and social domains. Results revealed high levels of both teacher motivation (M = 4.13, SD = 0.47) and student engagement (M = 4.01, SD = 0.52). Pearson correlation analysis showed a significant positive relationship (r = .61, p < .001) between teacher motivation and student engagement. These findings suggest that motivated teachers contribute to a more en-gaging learning environment for students, particularly in rural, tech-transitioning contexts. Policy implications and recommenda-tions for future research are discussed.