The Impact of Teacher Efficacy on Student Engagement in Ideological Courses: A Study of Higher Vocational Schools in Inner Mongolia
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This study investigated the impact of teacher efficacy on student engagement in ideological courses within higher vocational schools in the Inner Mongolia Autonomous Region. Guided by Bandura's social cognitive theory and Fredericks's engagement model, a mixed-methods design was employed. Quantitative data were collected from 189 educators through structured surveys, while qualitative insights were obtained from interviews with 12 course managers. The findings indicated that teacher efficacy is a multidimensional construct shaped by demographic and institutional conditions. Regression analysis showed that instructional design efficacy significantly predicted students' cognitive engagement and classroom management efficacy influenced behavioral engagement. In addition, teacher efficacy was positively correlated with emotional engagement, demonstrating its central role in shaping multiple dimensions of student participation. Qualitative evidence further emphasized how teachers with high efficacy create learning environments that are structured, interactive, and responsive to student needs. These results highlight the importance of supporting teacher development to enhance student engagement in ideological education.
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