The purpose of this study is to investigate the influence of community engagement of Senior High School teachers on school–community partnership effectiveness in a private institution in Panabo City. A quantitative approach, specifically a predictive–correlational research design, was utilized in the study. The respondents were forty-one (41) Senior High School teachers selected through total enumeration. Weighted mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis were used to interpret the data gathered. The results of the study revealed that there is a significant positive relationship between community engagement and school–community partnership effectiveness. Further, regression analysis showed that community engagement significantly predicts partnership effectiveness, with participation in community activities and promotion of social responsibility emerging as significant predictors, while collaboration with community stakeholders was found to be not significant. Moreover, the findings indicated that the level of community engagement among teachers is high, particularly in the promotion of social responsibility, followed by collaboration with community stakeholders and participation in community activities. Similarly, the level of school–community partnership effectiveness is high, especially in terms of improved community support for school programs and enhanced school reputation and community trust, followed by increased student opportunities through partnerships. Based on the findings, this study may benefit school administrators, teachers, and community stakeholders by serving as a basis for strengthening teacher involvement in community initiatives and promoting social responsibility programs. These efforts can further enhance collaboration, expand student opportunities, and sustain effective and meaningful school–community partnerships.