A Study of the Relationship Between Teaching Styles and Classroom Engagement of Elementary School Teachers

Abstract

Primary school students' classroom participation is an important variable to predict their academic performance. Classroom participation is influenced by many factors. Among them, teaching style is an important indicator of a teacher's professionalism, it may also impact student participation in the classroom. This study explored the relationship between primary school teachers' teaching styles and classroom participation, as well as several factors that affect classroom participation. The results shows that teachers' teaching styles have a significant impact on classroom participation, and students' preferences for teachers' teaching styles in different situations have an impact on classroom participation. In addition, teacher styles are not static. Through teachers' acquired learning, it is possible to adapt to different teaching sessions with different teacher styles. Thus, this paper provides suggestions on how teacher styles can be adapted and refined. Future research could delve deeper into the mechanisms that influence student classroom engagement. Future research is also needed to provide evidence on the mediating and moderating mechanisms in the relationship between teacher style and student classroom participation.