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Analyzing the Relationship between Teaching Styles and Academic Engagement with Emphasis on the Mediating Role of Educational Ethics
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Mohan Mohammad Aqeel1   , Hasan Ghalavandi2 |
1- Ph.D. Student in Educational Management, Department of Educational Sciences, Urmia University, Urmia, Iran
2- Department of Educational Sciences, Urmia University, Urmia, Iran , qalavandih@gmail.com |
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Abstract: (113 Views) |
Background: The present study aimed to analyze the relationship between teaching styles and academic engagement with an emphasis on the mediating role of educational ethics in boys' high schools in Nasiriyah.
Method: This study was a descriptive-correlational study. The statistical population of this study included all Arabic teachers in boys' high schools in Nasiriyah, Iraq. Considering that the number of teachers was estimated to be 529, 217 teachers were selected as the research sample using the Morgan-Freeman table and cluster random sampling method. The data collection tool in this study was a researcher-made questionnaire. Data analysis was performed using SPSS version 26 for descriptive statistics and Smart-PLS version 4 for structural equation analysis.
Results: The results showed that formal authority has an effect on teaching styles (t=4.24); educational ethics has an effect on academic engagement (t=3.99); specialized teaching style has an effect on teaching styles (t=4.18); facilitative teaching style has an effect on teaching styles (t=6.30); interactive teaching style has an effect on teaching styles (t=2.70); personal teaching style has an effect on teaching styles (t=4.36) and teaching styles have an effect on educational ethics (t=2.08).
Conclusion: The results of the present study showed that the quality of teaching style, especially the interactive approach and attention to ethical components in the learning environment, plays a significant role in increasing the level of motivation and engagement in learners' educational activities.
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| Keywords: Teaching styles, Ethics, Academic engagement |
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Full-Text [PDF 1059 kb]
(106 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/02/22 | Accepted: 2025/04/26 | Published: 2025/07/1
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