The intra-school factors that affect children engagement
Abstract
Student engagement is defined by a variety of factors. Although the usually affecting factors are rather difficult to segregate, they are categorized into “individual engagement factors” and “intra-school engagement factors” such as school space and its characteristics, the pedagogical climate and the daily curriculum, as well. Taking into account the above factors, as identified in the international literature, we consider it necessary to investigate Greek teachers’ opinions regarding the impact that intra-school factors have on the engagement level of young students. For the above purpose, we conducted semi-structured one-on-one interviews with a sample of 95 preschool and primary education teachers. The results from the quantitative and qualitative (inductive) data analysis indicate that the combination of the various intra-school factors ultimately shapes student engagement. Teachers, regardless of their education level and teaching experience, recognize the pedagogical climate among the staff and students as an intra-school engagement factor of upmost importance. Besides, they link the functional and aesthetic layout of the school space, the socio-economic situation and the equipment of the school unit with student engagement. Obviously, their opinions on this issue echo their concerns regarding the impact of the school space deficiencies on student engagement and, consequently, the quality of the education provided. Teachers, as they admit, even in cases where they do not have the necessary equipment at their disposal, "exaggerate themselves" using their ingenuity to create learning conditions that favor student engagement. In addition, the originality of the findings lies in the fact that teachers refer to two intra-school engagement factors, for which there has not been extensive reference in the relating international literature. Greek teachers link the increased student engagement level with the innovative school programs and the extroversion of the school unit. These factors operate in combination, since many of the educational actions take place during the implementation of innovative school programs and jointly affect student engagement. Teachers point out that the “opening” of the school community to the local and wider society through the implementation of various actions can play a decisive role in student activation in the learning process.
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Tsiara, E., Sakellariou, M., Kalogiannaki, P., & Konsolas, E. (2022). The intra-school factors that affect children engagement. Preschool and Primary Education, 10(2), 239–257. https://doi.org/10.12681/ppej.28220
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