A Phenomenological Study on Teachers’ Perceptions of Improving Student Engagement in K-8 Schools
Date
2024
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Abstract
Student engagement has become a trending topic in education. The problem is the lack of student engagement in K-8 schools as perceived by teachers while providing instruction. The purpose of this qualitative research study was to discover the impact of teachers’ perceptions of student engagement on their instructional practices in K-8 school settings. The theoretical groundwork for this research study was underpinned by David Kolb’s theory of experiential learning and Maslow’s hierarchy of needs theory. Two research questions guided this study including how teachers’ perceptions of student engagement impact instructional delivery, and what cognitive, behavioral, and emotional engagement markers teachers use to know that students are engaged. Using a qualitative methodology, along with a phenomenological research design, a criterion- based sample size of 15 certified general education teachers assigned to grades K-8 were chosen to participate in a semi-structured interview. After thematic analysis of the data, the study resulted in six emergent themes: building relationships with students, using effective and strategic planning, addressing student needs, having high expectations driven by teacher modeling, observing students and taking action, and lastly, holding students accountable for their learning. Administrators and educators can benefit from the study by applying emergent themes to their instructional decisions and practices. To promote student engagement, teachers should make relationship-building a priority with students which fits into Maslow’s hierarchy of needs theory and Kolb’s experiential learning theory.
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Keywords
student engagement, relationship-building, planning, experiential learning, hierarchy of needs, teacher perceptions, learned helplessness, student needs, student motivation, and trauma.