Teachers’ Self-Efficacy in Stimulating Student Engagement: A Mixed-Methods Exploration Grounded in Social Cognitive Theory
Teachers’ Self-Efficacy in Stimulating Student Engagement: A Mixed-Methods Exploration Grounded in Social Cognitive Theory

Summary/Abstract: This study sought to investigate how teachers perceive their self-efficacy in fostering three critical dimensions of student engagement: emotional, behavioral, and cognitive. The research used the Social Cognitive Theory (SCT) as a foundation to unravel the intricate interplay between teacher cognitions and student engagement in academic settings. A mixed-methods approach was employed to ensure both breadth and depth of understanding. Quantitative data were gleaned using descriptive statistics, while qualitative insights were extracted from in-depth teacher interviews. Findings revealed that teachers feel most efficacious in catalyzing emotional engagement, with both quantitative scores and qualitative accounts affirming this observation. A palpable connection between emotional and behavioral engagement was identified, implying that active participation often stems from emotional resonance.Conversely, cognitive engagement emerged as a nuanced challenge, with teachers oftengrappling to influence it effectively. SCT interpretations underscored the dynamic interplaybetween individual cognitive processes, observational learning, and the broader educationalmilieu. The pronounced role of emotional engagement suggests the necessity for tailoredteacher development programs. Furthermore, the intricacies of cognitive engagement advocatefor more individual-centric curriculum designs. These insights have profound implications forteacher training, curriculum design, policy formulation, and future research, emphasizing theneed for creating immersive and holistically engaging learning environments.

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