


































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 6; June-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 30 

TEACHER ENGAGEMENT AND CLASSROOM PARTICIPATION 

AMONG MUSIC STUDENTS 
 

 
1Yan Chunying 

 

Article Info  Abstract 

Keywords: Engage & Excel, 

student engagement, learning 

environment, teacher 

engagement, classroom 

participation 

 

DOI 

10.5281/zenodo.11616446 

 Teachers play a pivotal role in shaping student outcomes through their 

involvement, passion, and commitment. This study investigated the 

correlation between teacher engagement and classroom participation 

among 292 surveyed students. The results revealed that teacher 

engagement was positively correlated with classroom participation 

(Pearson r = 0.57, p < 0.001), signifying a moderate and positive 

relationship.  

The study assessed various domains, including Emotional Support, 

Organization and Management, Parental Engagement, Academic 

Support and Enhancement, Teacher Influence, Agency and Equity, 

Gender Sensitivities, and Interpersonal Dynamics, all of which 

received favorable ratings from students, indicating their agreement 

with these aspects of classroom dynamics.  

Based on these findings, the "Engage & Excel" program has been 

developed to enhance teacher engagement and create a more inclusive 

and participatory classroom environment, aligning with the principles 

of Sociocultural Theory, particularly Vygotsky’s concept of the "Zone 

of Proximal Development." This program empowers teachers with key 

strategies to promote active student engagement, ultimately fostering a 

conducive learning environment. 
 

 

1.  Introduction 

Across the globe, the crucial role of teachers in shaping student outcomes remains undisputed. Their involvement, 

passion, and commitment can significantly influence a student’s motivation, comprehension, and overall 

classroom atmosphere. This relationship takes on an additional layer of depth in the realm of music education. In 

this arena, the educator’s role transcends mere instruction, demanding the nurturing of creativity, discipline, and 

a genuine love for art—including music. 

Hunan’s musical landscape, with its tapestry woven from ancient folk traditions to contemporary expressions, 

exemplifies vibrancy and diversity. As the province ardently preserves and promotes its musical heritage, the 

challenge lies in effectively marrying tradition with contemporary pedagogical techniques. 

                                                 
1 Adamson University 

https://zapjournals.com/Journals/index.php/gjear


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

pg. 31 

An engaged teacher stands as a beacon of inspiration. In music classrooms, engagement extends beyond standard 

teaching practices. It envelops a wide spectrum, ranging from hands-on demonstrations of musical techniques to 

enlightening students with historical and cultural contexts, all while cultivating fertile ground for creativity and 

critical reflection. The resonance of a music teacher’s commitment can be palpably felt in the students’ 

performance, their enthusiasm, and their approach to the art (Amerstorfer et al., 2021). 

While there exists a substantial body of research on teacher engagement and its influence on students, a lacuna 

remains when contextualized within Hunan’s unique cultural and educational landscape. Given the region’s 

musical prominence and the vital role that music education assumes in maintaining its cultural continuum, there 

is a pressing need for in-depth inquiry in this domain. 

The primary thrust of this study was to discern the nuanced relationship between teacher engagement and student 

participation among music aficionados in Hunan. The intent is to shed light on the intricacies, impediments, and 

potentialities that characterize Hunan’s music education scenario. The insights gleaned will hold immense value 

for educators, policymakers, and stakeholders, not just within the confines of China but also in the broader global 

canvas of music education. 

1.1. Background of the study 

The intricate dynamics between teacher engagement and student participation have garnered significant attention 

in the recent educational research. Notably, several studies have emphasized the influential role of perceived 

teacher support, student engagement, and teacher-student relationships in determining academic outcomes and 

classroom dynamics. 

In a meta-analytic study conducted by Tao, Meng, Gao, and Yang (2022), the relationship between students’ 

perceived teacher support and academic achievement was rigorously examined. Rooted in the self-system process 

model, their research revealed a modest yet significant correlation between perceived teacher support and 

achievement (r = 0.16). Their findings further elucidated that perceived teacher support had a greater impact on 

course grades than on standardized test scores, with upper-secondary students deriving the most benefit. In 

addition, their study determined that student engagement, in its general form and its sub-types—behavioral, 

cognitive, and emotional engagement—acted as a partial mediator in the relationship between perceived teacher 

support and student achievement. 

Dewaele and Li (2021) focused on the pivotal role of teacher enthusiasm in the educational milieu. Their research 

posited that teacher enthusiasm could have a contagious effect in the classroom, subsequently fostering positive 

student outcomes. While their abstract provides an initial hint into this dimension, further exploration is required 

to understand the depth of this correlation. 

Romano, Angelini, Consiglio, and Fiorilli (2021) delved into the concept of academic resilience and its 

association with school engagement. Their findings highlighted that students with higher academic resilience 

tended to be more engaged in school activities. Their research identified perceived teacher emotional support as 

a significant mediator between academic resilience and school engagement, suggesting that fostering an 

environment of emotional support could amplify the effects of resilience on engagement. 

Gan (2021) contended that teacher-student relationships play a quintessential role in language development. The 

study emphasized that various factors, including expectations, beliefs, and personalities of both teachers and 

students, intertwined to shape these interactions. Gan’s research provided actionable recommendations to enhance 

the rapport between teachers and learners, further elevating the quality of English as a Foreign Language 

instruction. 



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The reviewed literature consistently emphasizes the profound impact of teacher engagement on student classroom 

participation. Across the studies, the teacher’s role, whether through active methods like role-play or guiding 

discourse in specialized subjects like science, emerges as a pivotal factor in shaping student participation. 

Furthermore, there is a recurring theme highlighting the interplay of power dynamics, either in the broader sense 

of student empowerment or within specific contexts like gender dynamics.  

Despite the extensive focus on teacher engagement and its impact, there is limited exploration of teacher training 

or professional development that might enhance their skills in facilitating inclusive participation. In addition, 

while gender dynamics have been discussed, other potential sociocultural or socioeconomic factors influencing 

participation need further exploration. Another gap is the limited geographical diversity in the studies; for 

instance, much is centered on Asian contexts like Japan and Hong Kong, with limited insights from other global 

educational settings. There is also a relative absence of technology’s role, especially digital tools or online 

platforms, in shaping or influencing classroom participation in the modern age. 

1.2. Statement of the problem 

The primary aim of this study was to examine the correlation between teacher engagement and classroom 

participation among students. It specifically sought to answer the following research questions: 

1. What is the assessment of the respondents on teacher engagement in terms of 

1.1. Emotional Support 

1.2. Organization and Management 

1.3. Parental Engagement 

1.4. Academic Support and Enhancement 

2. Is there a significant difference in the assessment of the respondents on teacher engagement compared with 

the demographic profile? 

3. What is the assessment of the respondents on their classroom participation in terms of 

3.1. Teacher Influence 

3.2. Agency and Equity 

3.3. Gender Sensitivities 

3.4. Interpersonal Dynamics 

4. Is there a significant difference in the assessment of the respondents’ classroom participation compared with 

their demographic profile? 

5. Is there a significant relationship between the assessed level of teacher engagement and classroom 

participation? 

1.3. Significance of the study 

With the research centered on exploring the relationship between teacher engagement and student classroom 

participation, the following cohorts could benefit from this study: 

Students. Learners stand benefitting directly from this study. If teachers can optimize their engagement strategies 

to foster higher levels of participation, students will likely experience more enriching and interactive learning 

environments. This can lead to better understanding, retention of material, and overall academic performance. 

Teachers. This study will provide educators with insights into the efficacy of their engagement techniques. By 

understanding the direct link between their engagement and student participation, teachers can adapt their 

methods to create a more responsive and dynamic classroom environment. 



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Educational Administrators. School principals, curriculum developers, and education board members can use the 

findings of this study to design teacher training programs, create resources, and set policies that promote optimal 

teacher engagement, directly influencing classroom participation. 

Parents. Parents will gain a better understanding of the classroom dynamics that most benefit their children. With 

this knowledge, they can advocate for teaching methods that prioritize engagement and support their children’s 

learning at home. 

Future Researchers. This study will contribute to the existing body of knowledge on teacher engagement and 

classroom participation, providing a foundation for future research in the field. Future researchers can build upon, 

refute, or expand these findings, leading to a more nuanced understanding of classroom dynamics. 

Policymakers. Those in positions of authority, such as in the Department of Education, can use the study’s results 

to shape educational policies. By acknowledging the correlation between teacher engagement and classroom 

participation, teachers can express policies that prioritize teacher training in this area. 

Teacher Training Institutions. These institutions can incorporate the findings into their curricula, ensuring that 

the next generation of teachers is well-equipped to engage their students effectively and foster active classroom 

participation. 

1.4. Scope and delimitation 

The scope of this study was to understand the relationship between teacher engagement and classroom 

participation within educational settings. This investigation considered students within a specific-grade level, 

focusing on middle or high school students. The setting for this study was confined to select educational 

institutions or specific classrooms within a designated school district. The study was conducted during the second 

semester of the academic year 2023–2024. The main issues explored were the various teacher engagement 

strategies, students’ subsequent participation responses, and any underlying elements that either hindered or 

facilitated this interaction. This study also focused on 292 student respondents. 

On the other hand, the delimitations limited the extent of the study. While the primary objective was to decipher 

the correlation between teacher engagement and classroom participation, the study did not explore external factors 

affecting classroom participation, like parental involvement or socioeconomic conditions, unless they are 

intrinsically tied to teacher engagement methodologies.  

The choice of educational setting further limited the study, as the research conducted in urban public schools 

might not be directly transferrable to rural or private school contexts. Similarly, by focusing on a particular-grade 

level, the findings may not be extrapolated to students outside this range. Additionally, while certain teacher 

engagement strategies are under scrutiny, others, especially those not prevalent in the selected setting or grade, 

might be outside the study’s purview.  

1.5.  Theoretical framework 

The selection of Sociocultural Theory, with a specific focus on Vygotsky’s Zone of Proximal Development 

(ZPD), as the theoretical framework for understanding classroom participation, offers a nuanced perspective on 

the interplay between individual cognitive development and social contexts. Sociocultural Theory underscores 

the profound influence of social interactions, cultural backgrounds, and personal beliefs on cognitive growth, all 

of which are intricately intertwined within the dynamics of classroom participation. 

In essence, classroom participation serves as a microcosm of these sociocultural interactions, where students’ 

cognitive development is shaped not only by their individual abilities but also by the guidance and support 

provided by their peers and instructors. Vygotsky’s ZPD is particularly pertinent in this context, as it delineates 



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the gap between what learners can achieve independently and what they can accomplish with the assistance of a 

more knowledgeable individual, such as a teacher. 

By applying the concept of the ZPD to classroom participation, we can discern how teachers play a pivotal role 

in scaffolding students’ learning experiences. Through strategic instructional practices, constructive feedback 

mechanisms, and adept classroom management strategies, teachers create an environment that encourages 

students to operate within their ZPD. This fosters a dynamic where students are continually challenged and 

supported to reach their full potential. 

The congruence between Vygotsky’s theoretical framework and empirical studies on classroom participation 

underscores the critical role of teacher facilitation in fostering student engagement and academic success. These 

studies consistently highlight the importance of teachers in cultivating a supportive and inclusive classroom 

environment where students feel empowered to participate actively in their own learning process. 

By embracing Sociocultural Theory and Vygotsky’s ZPD, educators can gain deeper insights into the complex 

interplay between individual cognition and social interactions within the classroom. This understanding can 

inform pedagogical practices aimed at optimizing classroom dynamics and promoting meaningful student 

engagement and learning outcomes. Thus, Sociocultural Theory offers a robust foundation for enhancing 

classroom participation and fostering student development in educational settings. 

2. Methodology 

The methodology section expounds on the approach adopted in this study. This section outlines the research 

locale, sample and sampling technique, data gathering procedure, and statistical analysis.  

2.1. Research locale 

This research was conducted at the Music and Dance Academy of Hunan University of Humanities and Science, 

a distinguished institution established in 1999. The college boasts a diverse array of undergraduate programs 

encompassing musicology, dance science, and dance choreography, with the former recognized as a premier 

professional construction site in Hunan Province. The student population exceeds 1,200 and is supported by a 

dedicated faculty of 67 members. This includes two professors, 17 associate professors, 15 with doctoral 

qualifications, and several honorees with prestigious titles such as provincial-level young teaching experts and 

high-level performers. The college also benefits from the expertise of over 10 industry specialists who serve as 

guest educators.   

2.2. Sample and sampling technique 

The study targeted students majoring in music in the Music and Dance Academy of Hunan University of 

Humanities and Science as its accessible population. Of the 1,200 students in the college, a scientifically 

determined sample was selected to ensure accurate representation and insights. Utilizing the Raosoft sample size 

calculator and setting parameters such as a margin of error of 5%, a level of confidence of 95%, and a response 

distribution of 50%, it was ascertained that a total of 292 students will be surveyed for this research. This approach 

ensured a balance between feasibility and precision, allowing reliable conclusions to be drawn from the collected 

data. 

The research employed simple random sampling (SRS). This approach ensured that every student from the Music 

and Dance Academy of Hunan University of Humanities and Science had an equal chance of being selected for 

the study. By using SRS, the study aimed to achieve a representative and unbiased sample, eliminating potential 

selection biases and ensuring that all students from diverse courses and specializations within the college are 

equally represented.  

 



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2.3. Data gathering procedure 

The process of collecting data for this study was conducted with considerable attention to detail, guaranteeing 

precision, uniformity, and thorough inclusiveness. This procedure unfolded across multiple phases, with each 

step adding to the all-encompassing comprehension of the relationship between teacher engagement and 

classroom participation within the realm of music students. 

1. Preliminary Coordination and Permission 

Before the start of data collection, formal permission was obtained from the administration of the Music and 

Dance College of Hunan University of Humanities and Science. A brief proposal outlining the research 

objectives, methodologies, and potential benefits was submitted to the relevant authorities for approval. 

2. Selection of Respondents 

The sample size of 292 students was determined using the Raosoft sample size calculator. These students 

were selected using simple random sampling to ensure that every student had an equal chance of being part 

of the study.  

3. Distribution of Questionnaires 

Once the sample was selected, the research instruments were distributed to the participants. They were 

briefed about the purpose of the study, the importance of their genuine responses, and the confidentiality of 

their responses. 

4. Administration of the Questionnaires 

The students were given sufficient time to complete the three-part questionnaire. The first part collects 

demographic details; the second will gauge teacher engagement, and the third evaluates classroom 

participation. The researcher was present during this process to clarify any doubts or concerns that the 

participants might have. 

5. Collection and Safe Storage 

After the completion of the questionnaires, they were collected and stored securely, and any identifying 

information was removed or anonymized to maintain confidentiality. 

6. Data Processing 

Once all data were gathered, they were checked for completeness. Any incomplete questionnaires were set 

aside, and only fully completed questionnaires were considered for analysis. 

2.4. Statistical analysis 

An in-depth statistical analysis of the scores from the teacher engagement and classroom participation 

questionnaires was conducted. Central to this was the computation of the mean to depict the average score for 

each construct, accompanied by the standard deviation to gauge the spread or variation of the scores. 

To explore potential differences in teacher engagement and classroom participation based on demographic 

profiles, specific statistical tests were administered. For comparisons involving two distinct groups, such as male 

versus female students, an independent t-test was employed. On the other hand, for more complex comparisons, 

particularly those spanning multiple groups like year levels, analysis of variance (ANOVA) was the preferred 

method. Should ANOVA yield significant differences, subsequent post hoc tests will pinpoint the groups that 

exhibit these variations. 

Delving deeper into the relationship between teacher engagement and classroom participation, the Pearson r 

correlation coefficient was harnessed. This helped in discerning the strength and directionality of the bond 

between these variables, offering clarity on how one might influence the others. The correlation coefficient's 

magnitude signaled the robustness of the relationship, with its sign indicating directionality. 



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To facilitate the interpretation of the mean scores for teacher engagement and classroom participation, the 

following scale was used: 

Score Range  Verbal Descriptor  Interpretation 

3.51 – 4.00  Strongly Agree  Extensive 

2.51 – 3.50  Agree    Thorough 

1.51 – 2.50  Disagree   Minimal 

1.00 – 1.50  Strongly disagree  Lacking 

 3. Results and analysis 

This section offers an in-depth examination of the data collected from participants in the study. This section 

elaborates on the results and their relevance concerning the research questions posed, providing a comprehensive 

understanding of the study’s outcomes. 

Table 1.  

Summary of Teacher Engagement 

Domains Mean SD 
Verbal Description and 

Interpretation 
Rank 

Emotional Support 3.48 0.59 Agree/Thorough 3 

Organization and Management 3.49 0.56 Agree/Thorough 1 

Parental Engagement 3.41 0.62 Agree/Thorough 4 

Academic Support and Enhancement 3.49 0.55 
Agree/Thorough 1 

Teacher Engagement (Overall) 3.47 0.58 Agree/Thorough - 

Table 1 presents an aggregate assessment of teacher engagement across four domains: Emotional Support, 

Organization and Management, Parental Engagement, and Academic Support and Enhancement. It provides a 

comprehensive view of the perceived effectiveness of teacher engagement from the students’ perspective. 

In the domain of Emotional Support, the mean score is 3.48 with a standard deviation of 0.59, which ranks third 

among the domains and corresponds to an "Agree/Thorough" verbal interpretation. This suggests that students 

feel that their teacher is quite supportive of their emotional needs, with a fairly consistent sentiment across the 

respondents. 

Organization and Management, along with Academic Support and Enhancement, share the highest mean score of 

3.49, with standard deviations of 0.56 and 0.55, respectively. Both domains are tied for the top rank, indicating 

that students strongly agree that the teacher is well-organized and provides substantial academic support. These 

domains appear to be the strongest areas of teacher engagement. 

Parental Engagement had a slightly lower mean score of 3.41 with a standard deviation of 0.62, placing it in the 

fourth rank. Despite being the lowest among the domains, the interpretation remains "Agree/Thorough," implying 

that while students feel there is engagement with parents, it is slightly less consistent or strong compared with the 

other areas. 

The overall Teacher Engagement score was calculated as a mean of 3.47 with a standard deviation of 0.58. This 

suggests a high level of engagement across all domains, with consistent agreement among the students. The lack 

of a rank for the overall Teacher Engagement score indicates that it is an overarching assessment rather than a 

comparative measure. 

In summary, Table 1 showcases a positive assessment of teacher engagement in various domains according to 

student perceptions. The consistency in verbal interpretation across all domains indicates a thorough level of 



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agreement on the effectiveness of the teacher engagement strategies. The slight variations in mean scores and 

standard deviations across the domains provide nuanced insight into the areas where the teacher excels and where 

there may be room for improvement. 

In the context of existing literature, the findings correlate with those of Tao et al. (2022), who discovered a positive 

relationship between perceived teacher support and academic achievement, especially in the emotional support 

domain. The importance of organization and management, as reflected in the table, aligns with Nguyen et al. 

(2022), who noted the significance of structure in enhancing student engagement. 

Table 1 also suggests that while all areas of teacher engagement are seen positively, there are slight variances in 

the level of agreement among students. These nuances can have significant implications when developing 

strategies to enhance teacher-student relationships and, subsequently, student academic outcomes. 

Considering the broader literature, perceived teacher engagement in all domains is crucial for fostering not only 

academic achievement but also resilience, motivation, and a conducive learning environment. Studies by Dewaele 

and Li (2021), Romano et al. (2021), Gan (2021), and others emphasize the importance of emotional support, 

structured classroom management, and proactive academic engagement in contributing to effective teaching and 

positive student outcomes. Uniform agreement across these domains, as indicated by the verbal description 

"Agree/Thorough," points to a shared understanding of the importance of teacher engagement in these areas. 

The studies by Zheng (2021), Doño and Mangila (2021), and Derakhshan (2021) further reinforce the importance 

of nonverbal communication, clarity, and immediacy in teacher-student interactions. These elements are likely to 

contribute to the positive perceptions of teacher engagement reported in the table. 

Moreover, the literature underscores the role of teacher enthusiasm (Dewaele & Li, 2021), teacher-student 

collaboration (Juuti et al., 2021), and teacher emotional labor (Burić & Frenzel, 2020) as influential factors in 

student engagement. These factors may well be reflected in the table’s indicators, especially in the high-ranking 

domains of Organization and Management and Academic Support and Enhancement. 

Table 2.  

Level of Classroom Participation 

Domains Mean SD 
Verbal Description 

and Interpretation 
Rank 

Teacher Influence 3.49 0.54 Agree/Thorough 1 

Agency and Equity 3.49 0.53 Agree/Thorough 3 

Gender Sensitivities 3.49 0.53 Agree/Thorough 3 

Interpersonal Dynamics 3.49 0.54 Agree/Thorough 1 

Classroom Participation (Overall) 3.49 0.54 Agree/Thorough - 

Table 2 summarizes the assessment of students’ perceptions of various aspects of classroom participation. The 

table is broken down into domains such as Teacher Influence, Agency and Equity, Gender Sensitivities, and 

Interpersonal Dynamics, with corresponding mean scores, standard deviations (SD), and ranks based on the mean 

scores. The verbal description provided for each domain is "Agree/Thorough," indicating a consensus among 

students in their positive evaluation of these aspects. 

Each domain received a mean score of 3.49, which shows a strong agreement among the students in recognizing 

the positive influence of these factors on their classroom participation. The scores suggest that students feel that 

their teacher plays a significant role in facilitating classroom engagement, promoting fairness and agency, being 

sensitive to gender dynamics, and effectively managing interpersonal relationships. 



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The standard deviation for all domains was relatively low (between 0.53 and 0.54), indicating a homogeneous 

response across the student body. This homogeneity points to a shared perception that the classroom environment 

is inclusive and supportive, which is conducive to active participation. 

The domains of Teacher Influence and Interpersonal Dynamics are particularly highlighted, both ranking 1st. This 

demonstrates that students strongly feel that the teacher’s personal attributes and their interaction with students 

significantly foster participation. Agency and Equity, along with Gender Sensitivities, are also highly regarded 

by the students, both ranking third, reinforcing the importance of a classroom environment where students feel 

empowered and respected regardless of their background or gender. 

The overall composite score for Classroom Participation is also 3.49 with an SD of 0.54, which is not assigned a 

rank but is accompanied by the verbal interpretation "Agree/Thorough." This composite score underscores a 

collective affirmation of the supportive and engaging nature of the classroom as perceived by the students, 

indicating a healthy participatory culture facilitated by the teacher’s efforts in various domains. 

The results outlined in Table 2, "Level of Classroom Participation," when considered in the context of the 

literature review, offer a multidimensional understanding of student participation in the classroom. The literature 

posits that participation is crucial for shaping student outcomes and that the nature and quality of interaction in 

the classroom setting are significant factors in this dynamic. 

The mean scores across the domains of Teacher Influence, Agency and Equity, Gender Sensitivities, and 

Interpersonal Dynamics in Table 2 all stand at 3.49, with a standard deviation of 0.53–0.54, indicating a high 

level of agreement among students that their participation is supported in these areas. These findings are consistent 

with the literature suggesting that various forms of teacher engagement, including immediacy and supportive 

demeanor, positively influence student participation (Hussain et al., 2020; Ahmad, 2018). 

The literature stresses the importance of creating an environment where students of all backgrounds feel 

encouraged to participate, which aligns with the high rankings for Agency, Equity, and Gender Sensitivities. The 

proactive steps taken by teachers to create a gender-neutral and unbiased classroom culture, as reflected in the 

table, can be seen as a response to the disparities highlighted by Aguillon et al. (2020) and the need for fostering 

an inclusive learning environment, as suggested by Bergmark and Westman (2018). 

Interpersonal Dynamics received the top rank alongside Teacher Influence, suggesting that the supportive 

communication style of teachers and their constructive feedback are key to encouraging even quieter students to 

engage in discussions. This is in line with Sedova and Navràtilovà’s (2020) emphasis on the significance of 

addressing silent participants in the classroom and the overall thrust toward interactive instructional strategies 

advocated by Dhamija and Dhamija (2020). 

The uniform verbal description across all domains of "Agree/Thorough" underscores a consensus that the factors 

influencing classroom participation are well addressed. This is further supported by the interconnectedness of 

these factors as explored in the literature, from the direct positive correlation between a teacher’s behavior and 

the level of student participation to the role of gamification in enhancing classroom engagement (Beemer et al., 

2019). 

 

 

 

 

 

 



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Table 3.  

Relationship between Teacher Engagement and Classroom Participation 

Variables 
Emotional 

Support 

Organization 

and 

Management 

Parental 

Engagement 

Academic 

Support and 

Enhancement 

Teacher 

Engagement 

Teacher 

Influence 

Pearson r 0.57 0.50 0.59 0.53 0.48 

p-value 0.03 0.02 0.02 0.00 0.03 

Agency and 

Equity 

Pearson r 0.54 0.60 0.44 0.44 0.41 

p-value 0.01 0.00 0.01 0.00 0.02 

Gender 

Sensitivities 

Pearson r 0.49 0.54 0.59 0.45 0.52 

p-value 0.03 0.02 0.03 0.02 0.02 

Interpersonal 

Dynamics 

Pearson r 0.55 0.43 0.48 0.55 0.59 

p-value 0.01 0.00 0.00 0.00 0.00 

Classroom 

Participation 

Pearson r 0.59 0.44 0.49 0.46 0.57 

p-value 0.02 0.02 0.02 0.02 0.00 

*Level of significance = 0.05 

Table 3 presents the correlation between teacher engagement and various dimensions of classroom participation, 

including emotional support, organization and management, parental engagement, academic support and 

enhancement, teacher influence, agency and equity, gender sensitivities, and interpersonal dynamics. The analysis 

revealed significant positive correlations across several dimensions.  

Emotional support exhibits a moderate positive correlation with teacher influence (Pearson r = 0.57, p = 0.03), 

indicating that teachers who provide emotional support tend to have a stronger influence on classroom dynamics. 

Similarly, organization and management showed a significant positive correlation with teacher influence (Pearson 

r = 0.50, p = 0.02), suggesting that well-managed classrooms are associated with greater teacher influence. 

Parental engagement demonstrates a noteworthy positive correlation with teacher influence (Pearson r = 0.59, p 

= 0.02), implying that teachers who effectively engage parents tend to wield more influence in the classroom. 

Academic support and enhancement exhibited the strongest correlation with teacher influence (Pearson r = 0.53, 

p = 0.00), highlighting the critical role of academic support in shaping teacher influence. 

Moreover, agency and equity demonstrate a significant positive correlation with teacher engagement across 

various dimensions, indicating that teachers who promote agency and equity tend to be more engaged in 

classroom interactions. Gender sensitivities also exhibit significant positive correlations with teacher engagement, 

further underlining the importance of addressing gender dynamics in fostering teacher engagement. 

Overall, the findings underscore the intricate relationship between teacher engagement and classroom 

participation, emphasizing the significance of emotional support, organization and management, parental 

engagement, academic support, agency, equity, gender sensitivities, and interpersonal dynamics in shaping 

teacher influence and engagement in the classroom. 

Interpreted in light of Sociocultural Theory, and more specifically through the lens of Vygotsky's "Zone of 

Proximal Development" (ZPD), these results can have profound implications. Vygotsky’s ZPD refers to the 

difference between what a learner can do without help and what they can achieve with guidance and 

encouragement from a skilled partner. Teacher engagement can be seen as a critical component of the scaffolding 

that occurs within this zone. 

The moderate, positive correlation between teacher engagement and classroom participation suggests that when 

teachers are more engaged—providing appropriate challenges, support, feedback, and encouragement—students 



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are more likely to actively participate in the learning process. This active participation is essential for learning 

and development because it is through participation that students encounter challenges that are just beyond their 

current capabilities, which Vygotsky considered crucial for cognitive development. 

Furthermore, the significant statistical relationship highlights that teacher engagement may facilitate students to 

operate within their ZPD, as engaged teachers are likely to be more attuned to the individual needs of their 

students, providing scaffolding that is tailored to help each student progress. This individualized support can help 

students feel more competent and confident, thereby increasing their willingness to participate in class, ask 

questions, seek help, and take intellectual risks—all of which are behaviors that occur within the ZPD and lead 

to learning and development. 

The results of this study emphasize the pivotal role of teacher engagement in fostering an inclusive, equitable, 

and interactive learning environment that supports student participation. The uniform perception of teacher 

engagement across demographic lines and the positive correlation between teacher engagement and student 

participation align with educational theories that highlight the importance of supportive and responsive teacher-

student interactions. These findings suggest that when teachers actively engage with students, employing 

strategies that encourage participation and recognize the unique contributions of each student, a more dynamic 

and effective learning experience. This aligns with the principle that learning is a social process that is greatly 

influenced by the context in which it occurs and the interactions that define that context. 

REFERENCES 

Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender 

differences in student participation in an active-learning classroom. CBE-Life Sciences Education, 19(3), 

ar36. https://doi.org/10.1187/cbe.19-03-0048 

Ahmad, S. (2018). Teachers behavior and students classroom participation: a correlational study. Journal of 

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