Secondary teachers' perceptions of the importance of pedagogical approaches to support students' behavioural, emotional and cognitive engagement

Megan Kelly*, Tony Yeigh, Suzanne Hudson, Royce Willis, Megan Lee

*Corresponding author for this work

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Abstract

This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ (n = 223) perceptions of pedagogies that support students’ behavioural, emotional and cognitive engagement in the classroom. Findings revealed that female participants placed higher importance on pedagogies that support students’ cognitive and behavioural engagement, and participants with leadership roles placed higher importance on pedagogies that support students’ cognitive and emotional engagement. Also emerging from the research was a negative correlation between the importance teachers placed on pedagogies that support cognitive and behavioural engagement and their school’s ICSEA value (the measure of socio-educational advantage in Australian schools). Overall, results support the tri-dimensional framework of student engagement utilised in this study and provide a robust framework for future research to further explore teachers’ pedagogical choices and how these choices impact student engagement.
Original languageEnglish
JournalThe Australian Educational Researcher
DOIs
Publication statusE-pub ahead of print - 16 May 2022

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