Correlation of Teaching Styles of English Teachers with Students Engagement in Secondary Classes

Abstract

This paper is examined to look critically intothe teaching style of English teachers with student’s engagement in secondary class. The present study was also conducted on 24 secondary schools to investigate is there any relationship exists between teaching styles of English language teachers (48 teachers) and engagement of their students (720 secondary class students), by considering it as an important issue facing our teachers as well as our secondary school students particularly and education stake holders generally. In this research study, “Know Your Teaching Style” instrument was adoptedto identify the distinct teaching styles of English teachers at undergraduate level. The other research instrument “Student Engagement Scale” was self-developed and subjected to validity and reliability.The major findings of the study show that teachers adopted different teaching styles including expert, personal model, facilitator, delegator and formal authority while conducting English Class. Descriptive and inferential statistical analysis were carried out for exploring teaching styles (primary and secondary teaching styles) of the teachers and engagement levels of the students. Moreover, findings shows that expert was the most dominant primary teaching style whereas facilitator was the least dominant primary teaching style. On the other hand, the major secondary teaching style was facilitator whereas formal authority was the least dominant secondary teaching style. Students taught through different teaching styles also differ in their engagement levels towards English learning. The results shows that there is a positive significant as well as strong relationship of teaching styles with student engagement. The study also shows positive significant and strong relationship of teaching styles with behavioural and emotional engagement but moderate relationship with cognitive engagement. However, overall expert, facilitator and delegator teaching styles shows positive significant and strong relationship with all sub-constructs of engagement.