Teaching Engagement and Preschool Practitioners’ Disciplining Practice in Post-Corporal Punishment Era: A Correlational Quantitative Evaluation
DOI:
https://doi.org/10.61841/waj53c21Keywords:
Disciplining practice, Preschool teachers, School type, Teaching engagementAbstract
Studies have been conducted on the disciplining practices adopted by preschool teachers at the
post-corporal punishment era. However, there is dearth of empirical evidence on the nature of
the relationship between the preschool teachers’ disciplining practice and their teaching
engagement. Thus, the researchers explored the relationship between preschool teachers’
disciplining practice and their teaching engagement using school type as a possible moderator.
A correlational survey research design was adopted for the research using a sample of 156
preschool teachers. Teacher disciplining practice and teaching engagement questionnaires were
used for data gathering. These instruments were face validated and trial tested yielding internal
consistency reliability indices of 0.79 and 0.82 respectively using the Cronbach alpha
method.Linear regression analysis was conducted to answer the research questions and test the
corresponding null hypotheses at 5% probability levels.The results of the analysis showed that
preschool teachers’ disciplining practice had as significant (p< .05) positive relationship with
teaching engagement. It was also revealed that school type had significant (p< .05) moderating influence on the relationship between preschool teachers’ disciplining practice and teaching
engagement.This implies that when preschool teachers adopt better classroom disciplining
practice, they will have good and effective teaching engagement.
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