Abstract
In Ijebu-North Local Government Area of Ogun State, Agricultural Science teachers operate within environments characterized by limited resources, heavy workloads, and weak institutional support, conditions that negatively affect their physical, emotional, and professional well-being. This study was undertaken to examine whether teachers’ well-being significantly influences students’ classroom engagement in secondary schools within these low-income communities. The study adopted a descriptive survey research design and data were collected through structured questionnaires administered to Agricultural Science teachers and secondary school students. A total of 21 teachers and 437 students from JSS 1 - SSS 3 were sampled from selected public and private secondary schools. Descriptive statistics was done to summarise respondents’ characteristics and inferential (correlation and regression) statistics determined relationship between teachers’ well-being and students’ engagement. Findings revealed that majority of Agricultural Science teachers reported poor/moderate levels of well-being at public and private school settings. Despite these conditions, teachers maintained effective classroom engagement practices. Inferential analysis showed no statistically significant association between teachers’ well-being and students’ classroom engagement. This suggests that students’ engagement during lessons may be driven by factors such as teachers’ intrinsic motivation, professional commitment, or pedagogical competence, not well-being alone. The study concludes that while teachers’ well-being is important, it is not the sole determinant of students’ engagement in low-income school settings. Nonetheless, sustained exposure to poor well-being conditions may have long-term implications for instructional quality and teacher retention. Education policymakers, school administrators, and non-governmental organisations should prioritise teacher well-being to sustain effective teaching and prevent fatigue and burnout.

Keywords
Teachers’ wellbeing, students’ engagement, classroom, agricultural science, fatigue, burnout, satisfaction, academic responsibilities