A Multilevel Analysis of Leadership of Middle School Subject Leaders, Blended Learning and Information Management Practices on Student's Learning Engagement

Abstract

In the turbulent world of education, knowledge of how the complex web of elements can affect student learning engagement (SLE) is vital. This study is an intensive examination of how different variables are related to each other in the peculiar setting provided by Chinese middle schools. Those key variables include blended learning (BL), middle school subject leader leadership (MLSSL), information management practices (IMP), socioeconomic status (SES) and student learning engagement (SLE). Collecting data by means of a multi-level analysis, teachers (N=47) and students (N=328) at four Chinese middle schools in Jiangxi were surveyed. This study shows that BL, MLSSL and IMP had significant direct effects on SLE both at the teacher level and at the student level. Without a doubt, they play important roles in stimulating student interest. In addition, SLE takes on the role of a mediating factor, revealing its significance in connecting these variables. The study also shows little direct impact of SES on SLE, implying that background by itself can play only a limited role in inducing student involvement. By connecting the dots between these variables and looking at their relationships, this study has practical as well as theoretical significance for education. However, it provides guidance for educators and policymakers on how to attract students, make better use of technology, and build teacher leadership and information management. The study also enriches educational theories: it incorporates these crucial factors into the discussion of student engagement, thereby deepening our understanding of the complexity and richness found in Chinese middle schools.