الفهرس | Only 14 pages are availabe for public view |
Abstract Leadership behavior of Faculty members can enhance classroom engagement of students and self-efficacy in the classroom by reinforcing students perception of competence, providing emotional support and encouragement throughout the learning process. Aim of the study: It aimed to evaluate the relationship between leadership behavior of faculty members and classroom engagement of students at Faculty of Nursing in Suez Canal University. Design: Descriptive correlational research design was used in the study. Setting: the present study was carried out at Faculty of Nursing in Suez Canal University. Subjects: 37 out of 45 faculty members and 272 students at 2020-2021 . Tools of data collection: The data were collected using two tools namely leadership behavior questionnaire and classroom survey of student engagement. Results: the total faculty members leadership behaviors mean percentage was 81.6 %, the work relation got the highest mean percentage 90.4 % followed by supervision, education, decision and administration with mean percentage (82.9, 81.2, 81.1 and 77.8 %) respectively. Moreover, the total students classroom engagement mean percentage was 57.5 %, the educational practices got the highest mean percentage 74.8 % followed by class climate 69.4 %, engagement activities 51.9 % and finally cognitive skills with mean percentage 41.0 %. Conclusion: There was highly statistically significant positive correlation between faculty members leadership behavior and students classroom engagement. Recommendations: Conducting training programs about leadership behavior for faculty members to develop and practice their leadership skills, developing and validating guidelines to enhance students classroom engagement and replicating the previous study on large sample size and various study setting recommended for further studies. |