Impact of Teaching beliefs and Efficacy, Teaching Outcomes Expectancy, Teaching Engagement on Student Engagement with the Mediating Role of Student Technology Use, and 21st Century Learning Attitudes of Public Sector Colleges in Iraq

Abstract

This research intended to examine the effect of different factors toward learning engagement of students in the public sector colleges in Iraq. Namely, it sought to test the association between teaching beliefs and efficacy, teaching outcomes expectancy and teaching engagement with students’ engagement, with the moderating effects of students’ use of technology and their views toward 21-century learning. The sample used in this study was of 1298 teachers from the public sector colleges from Iraq. Statistical analysis carried out through the JASP software analysis technology. The research results of this study support the central moderating role of student technology use and learning attitudes in increasing the engagement level of students based on the teaching beliefs and efficacy multiplied by teaching outcomes expectancy and teaching engagement. These relationships have not investigated previously and therefore, this research enhances novel new knowledge to the body of information. In addition, practical implications and policies are presented with intends to improve the level of students’ engagement in Iraqi colleges.