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The essentiality of family involvement in the schooling process is evident from the vast directives embedded within federal mandates, professional standards for teachers and administrators, parent organizations, and advocacy groups. Yet, as explicit as legislative mandates and professional standards are regarding parental rights and involvement, they do not require definitive roles of the family. Several factors influence the lack of a decisive definition regarding the role of the family in the schooling process. Those include the different perspectives on what constitutes a family structurally and functionally, the socio-cultural and political diversity within and among populations, the move to an inclusive education framework, the various terms used to describe parental involvement, the realization that no one family model fits the demographic diversity existing in today’s school districts, and the rights of family members to select their level of involvement. Given the importance of family engagement and student outcomes, three fundamental questions addressed in this chapter are, “How can inclusive schools enhance productive collaborative family engagement networks?” “How can the family be empowered to voluntarily participate within those networks?” and “How can inclusive schools connect with teacher preparation programs to promote the competency of educators for those collaborative family/school engagement networks?” In this chapter we delineate an interactive triad conceptual model with the school as the “connecting agent” to build relationships with families and teacher preparation, setting the stage for productive family engagement as partners in inclusive settings.

This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings.

A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments.

The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others.

This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.

The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process.

By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested.

Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support.

Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement.

The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy.

This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.

Students' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.

We used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.

The results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.

This research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.

Beginning with a brief overview of education in Australia from both an Aboriginal perspective and that which developed after the arrival of European settlers, this chapter asserts the significance of faith communities in shaping school and teacher education in ways which express their worldviews and moral purpose. Reflecting a Catholic understanding and focusing upon the principles of Catholic Social Teaching, teacher education programs at Australian Catholic University incorporate a holistic approach through their course structures, core curriculum and community engagement experiences. These come together as a pedagogy of promise within community engagement based teacher education. The rationale, examples and model discussed here are presented in ways which show the transformative power of this person- and value-centered pedagogy.

This research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.

Data were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.

The findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.

This study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

This study aims to address the state of teaching-learning during the COVID-19 pandemic by assessing the pedagogies used, evidence collected, best practices used and technologies used for instruction by the academics in higher education institutions (HEIs). This study also analyses the impact of online academic motivation (OAM) and online academic amotivation of the teachers on the online student engagement (OSE) during the emergency remote teaching (ERT) period.

This study uses a mixed methodology by incorporating both qualitative and quantitative methods for analysis. Data used in this study have been drawn from a pool of educationists teaching in various HEIs in different parts of India (n = 900). Sentiment analysis, project map and mind map have been used to analyze the teachers’ experiences in the new teaching environment. Further, this study uses exploratory and confirmatory factor analysis and path analysis to measure and validate the study’s scales.

The combination of empirical and qualitative analysis captured the ERT model followed by the teachers. The overall experience of teachers regarding the online mode of teaching-learning is moderately positive. This study reports a direct positive and significant impact of teachers’ motivation on perceived student engagement in the online mode.

This research proposes and validates scales to measure perceived OSE and the teachers’ OAM. This study also establishes an impact assessment of the teachers’ motivation levels on the students’ engagement from an educator’s perspective.

This research aims to explore the influence of expat teachers' attitude about local policies, and their subjective norms of social engagement during COVID-19 over their intention to leave the current country, due to COVID-19.

This study uses analysis of variance (ANOVA) and structural equation model (SEM) to examine the perception of crisis and the intention to leave among 307 expat teachers in Southeast Asia during COVID-19 and highlights the importance of policy responses and social engagement toward the minimum teacher turnover rate.

The study reveals that, the higher perceived policy responses and community engagement the teachers acknowledge, the lower chance they will move to another country. Also, this paper presents the differences in expat teachers' perceptions and intentions among demographic factors such as teaching qualification, their current country of teaching, experience at the current country, income before, during and expected income after COVID-19.

The paper justifies a conceptual framework which provides a hypothetical explanation about the influence of perceived policy responses and community engagement over expat teachers' intention to leave.

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.