Teachers' perceptions of student engagement and teacher self-efficacy beliefs

Abstract

This study examines the teachers’ perceptions of student engagement, teachers’ self-efficacy beliefs, and their interrelation. Affective engagement can be understood as belonging or relatedness as well as identification with school. Cognitive engagement can be conceived as engagement in classroom, self-regulation, learning goals and a student’s overall investment in learning. Measuring students’ engagement is crucial in that it helps educators predict and, by amending current teaching practices and policies, avoid poor performance or even drop-out. The teacher’s belief in herself and her potential is critical for the students’ overall performance in class. This study attempts to investigate the relationship between these two concepts and hopes to reveal their impact on the teaching quality.

The participants of this study were upper comprehensive school Greek teachers working in Karditsa and communities around the city. Two questionnaires, the Student Engagement Instrument and the Teacher Self-Efficacy Scale, were presented as one instrument, translated into Greek. The findings of the study are discussed on the basis of the Identification-Participation model, Self-determination Theory, and Self-efficacy Theory. A six-dimensional construct was found for the teachers’ perception of student engagement. Moreover, years of experience were associated with external motivation, while school location and school size appeared to be associated with the teacher-student relationship. Regarding teacher efficacy, the level of studies and special education training were two determining factors. Finally, apart from external motivation, the sumvariables of student engagement were found to be linked to teachers’ efficacy beliefs.