The relationship between teacher competence, classroom planning, and student engagement: A perspective from secondary education management teams
- Alfonso Jesús Gil López University of La Rioja https://orcid.org/0000-0002-8180-4769
- Ana María Antelm Lanzat Conselleria de Educación, Cultura y Deporte. Comunidad Valenciana https://orcid.org/0000-0001-7122-1511
- Eufrasio Pérez Navío Universidad de Jaén https://orcid.org/0000-0001-8688-9602
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- María Luz Cacheiro González Universidad Nacional de Educación a Distancia (UNED) https://orcid.org/0000-0001-7865-1362
Abstract
INTRODUCTION. Student engagement has been noted as a critical predictor in academic outcomes, including successful completion of secondary education. The objective of this work is to analyze from the perspective of the management teams of the educational centers the relationships between the competence of the teaching staff, the planning of the classroom, and the student's engagement. METHOD. The participants in the study were 116 teachers belonging to the management teams and heads of departments of 17 secondary education centers in Valencia (Spain) who responded to a questionnaire. The hypotheses are tested through structural equations. RESULTS. The direct relationship between teacher competence and student commitment and the total mediating effect of classroom planning between teacher competence and student commitment is verified. DISCUSSION. This work shows the importance of classroom planning in the relationship between teacher competence and student commitment, and it also opens up different avenues for intervention in failure and dropout problems.
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