The Impact of Teacher Instructional Behavior on Student Learning Engagement: An Analysis Based on GTI Shanghai Data

Abstract

In the context of the implementation of the Double Reduction policy, exploring how in-class teaching can enhance students’ learning efficiency has become particularly imperative. Based on the data of Shanghai students from the OECD’s Global Teaching Insights (GTI) project, the study examines the impact of teacher instructional behaviors on student learning engagement from the students’ and teachers’ perspectives, respectively, using hierarchical linear modelling.