A Quantitative Analysis of High School Education in Urban China

Abstract

This study examines how classroom management, teacher student relationship and teacher’s mental health together affect students’ academic engagement in the context of high schools in Shenzhen, China. Based on responses from 379 teachers in the survey, validated scales were used to measure each construct, and descriptive statistics, correlation analyses, and multiple regression were used to probe these relationships. Results showed that, on the whole, classroom management and teacher-student relationships were rated high, mental health moderately high, and perceived academic engagement also robust. Teacher-student relationships was found to be the strongest predictor of student academic engagement (β=.369) followed closely by classroom management (β=.297) and teacher mental health (β = .189). Comparisons of demographics showed significant differences in classroom management (older teachers scored higher) and education (Master’s > Diploma), with no significant differences in teacher student relationships or mental health. The implication here is that relational and managerial practices are key to generating student engagement, and that teacher psychological well-being is an important contributor to the quality of the environment in which learning takes place. More integrated programs of professional development surrounding relational competence, organizational strategies, and teacher well-being support are recommended in order to increase students' commitment and motivation.