The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept
Journal article
Han, Feifei. (2021). The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept. Sustainability. 13, p. Article 5020. https://doi.org/10.3390/su13095020
| Authors | Han, Feifei |
|---|---|
| Abstract | Good teaching strategies may not only engage students in learning but may also promote teachers’ self-concept about teaching. The present study empirically investigated the contributions of four popular teaching strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’ engagement in learning and teachers’ self-concept in teaching. The study adopted a quantitative design, which surveyed 208 Australian primary school teachers by using a five-point Likert-scale questionnaire. The structure of the questionnaire was first explored by an exploratory factor analysis (EFA) and then through a confirmatory factor analysis (CFA) in order to provide an account for validity. The results of correlations showed that all the four teaching strategies were positively associated with both students’ engagement and teachers’ self-concept. The results of the structural equation modelling found that the strength of these relations varied. While feedback, scaffolding, and active learning strategies all positively contributed to teachers’ self-concept, collaborating neither significantly predicted students’ engagement nor teachers’ self-concept. Only scaffolding had a positive path to students’ engagement, implying that scaffolding may be the best strategy among the four teaching strategies to engage primary students. The study suggested to teachers that they need to consider the age of learners when implementing teaching strategies. |
| Keywords | teaching strategies; teachers’ self-concept; students’ engagement in learning; primary school; feedback; scaffolding; active learning; collaborating |
| Year | 2021 |
| Journal | Sustainability |
| Journal citation | 13, p. Article 5020 |
| Publisher | Multidisciplinary Digital Publishing Institute (MDPI AG) |
| ISSN | 2071-1050 |
| Digital Object Identifier (DOI) | https://doi.org/10.3390/su13095020 |
| Scopus EID | 2-s2.0-85105818231 |
| Open access | Published as ‘gold’ (paid) open access |
| Research or scholarly | Research |
| Page range | 1-15 |
| Publisher's version | License File Access Level Open |
| Output status | Published |
| Publication dates | |
| Online | 29 Apr 2021 |
| Publication process dates | |
| Accepted | 17 Apr 2021 |
| Deposited | 05 Aug 2022 |
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| License: CC BY 4.0 | |
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