INFLUENCE OF TEACHER CONTEXT, ON STUDENT ENGAGEMENT THROUGH SELF-SYSTEM PROCESSES

Abstract

Many countries around the world including Indonesia face the problem of students dropping out of school. These students initially showed low learning involvement in school. Previous research on student engagement that emphasizes self, no one has thoroughly studied the aspects of self-system processes. Even if there is, the study examines the aspects of self-system processes individually. To fill this gap, researchers conducted a study of the effect of teacher context on student engagement through self-system processes. Self-system processes consist of sense of relatedness, sense of autonomy, and sense of competence. The research question is whether there is an influence of the teacher context on student engagement through self-system processes. The purpose of this research is to find out influence teachers' context on student engagement through self-system processes. The method used in this study is causal correlation. Using random sampling method, students were picked randomly from eight national high school in Bandung Indonesia, which totalled to 632 students. There are three scaled measuring instruments in this study: measuring instrment for teacher’s context, measuring instrument for self-system processes and measuring instrument for student engagement, all which were designed according to Connell’s theory. Data were analyzed using Partial Least Square (PLS) method. The result shows that national high school’s student engagement in Bandung Indonesia can be categorized as average. There is also influence from teacher’s context to student engagement through self-system processes.