ERIC Number: EJ1419336
Record Type: Journal
Publication Date: 2024-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
The Behavioral Mechanism of Chinese College Teachers' Teaching Engagement: A Qualitative Study Based on the Grounded Theory
Yi Zou; Xinyu Xue; Lizhen Jin; Fujun Ding
Psychology in the Schools, v61 n5 p2059-2076 2024
Considering the vital role of college teachers' teaching engagement in guaranteeing the quality of higher education, this study aimed to reveal the behavioral mechanism of Chinese college teachers' teaching engagement through qualitative study based on the grounded theory. It is found that the behavior of Chinese college teachers' teaching engagement is the result of the corresponding intention, which is affected by the three factors of the teaching engagement values, the perceived expectations from the significant others, and the professional knowledge and ability to teach through different ways of interaction. According to the findings, the teaching engagement of college teachers needs to be promoted from three paths: improve teachers' satisfaction of values demands in teaching engagement, reform policy regimes to create a cultural atmosphere that emphasizes teaching engagement, and enhance teachers' professional knowledge and ability of teaching.
Descriptors: Teacher Behavior, Higher Education, Teachers, Grounded Theory, Teacher Characteristics, Interaction, Instructional Effectiveness, Teaching Methods, Learner Engagement
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A