Teacher Support, Classroom Behaviour, and Student Engagement: A Quantitative Study among Middle and Secondary School Students in India

Aarti Deshpande, Dr. R Hemanth Babu

Abstract: Student engagement has emerged as a critical determinant of academic achievement, motivation, and overall educational success. Although previous research has established the importance of effective classroom management and supportive teacher?student relationships, limited empirical evidence has examined the combined influence of classroom behaviour and teacher support on student engagement within Indian school settings. This study investigated the relationships among classroom behaviour, teacher support, and student engagement from behavioural and psychological perspectives. A quantitative descriptive-correlational research design was employed. Data were collected using structured questionnaires administered to 314 participants, comprising 261 students enrolled in Grades VI?X and 53 teachers from selected schools. Descriptive statistics, reliability analysis, and Pearson correlation analysis were used to examine the relationships among the study variables. The findings revealed that students reported high levels of overall engagement (M = 4.03) and perceived strong teacher support (M = 4.23). Teacher support demonstrated a moderate positive relationship with student engagement (r = .527), while classroom behaviour also showed a positive association with engagement (r = .341). These findings indicate that supportive teacher practices and positive classroom behaviour contribute significantly to students' behavioural, emotional, and cognitive engagement in learning. Teacher support emerged as the strongest factor associated with student engagement, reinforcing the importance of psychologically supportive classroom environments. The study contributes to the growing literature on student engagement by integrating behavioural and psychological perspectives within the Indian educational context. The findings provide practical implications for teachers, school leaders, and policymakers seeking to improve classroom practices and enhance student participation through supportive learning environments. Future research should employ longitudinal designs and advanced analytical techniques to investigate causal pathways and mediating psychological variables.

Keywords: Student Engagement, Teacher Support, Classroom Behaviour, Educational Psychology, Classroom Management, Secondary Education, School Climate, India

How to Cite?: Aarti Deshpande, Dr. R Hemanth Babu, "Teacher Support, Classroom Behaviour, and Student Engagement: A Quantitative Study among Middle and Secondary School Students in India", Volume 15 Issue 9, September 2026, International Journal of Science and Research (IJSR), Pages: 823-836, https://www.ijsr.net/getabstract.php?paperid=SR26724125555, DOI: https://dx.doi.org/10.21275/SR26724125555

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