Educational Aspirations as The Predictors of Teacher Engagement in Classroom in Context of Emotional Intelligence of Teachers

Abstract

In the intricate network of factors that influence teacher engagement within the classroom, educational aspirations stand as potential critical predictors. These aspirations, which could be defined as the goals and objectives set by educational institutions or by the teachers themselves, could serve as a guiding force, steering the level and quality of engagement teachers display in the class. This essay explores the hypothesis that educational aspirations could indeed be potent predictors of teacher engagement, delineating the pathways through which aspirations mold teachers' dedication, enthusiasm, and proactive involvement in the educational process. Initially, it is fundamental to understand that educational aspirations are a two-pronged entity - encompassing the macro-level aspirations set forth by educational boards and policies, and the micro-level aspirations nurtured by individual teachers for their personal growth and the academic progression of their students. These aspirations, when clearly articulated and aligned, can act as a catalyst, propelling teachers towards higher levels of engagement in class. From one perspective, aspirations can foster engagement by instilling a sense of purpose and direction. When teachers are driven by well-defined goals - be it enhancing student literacy levels, fostering critical thinking skills, or nurturing holistic development - their engagement in class is naturally heightened. They are more likely to invest time and effort in devising innovative teaching strategies, engaging in continuous learning, and fostering an environment that is conducive to achieving these aspirations. Furthermore, educational aspirations often encapsulate the ideals of inclusive and equitable education. Teachers working towards these aspirations are likely to be more engaged, as they strive to create classrooms where every student is given an opportunity to thrive. This inclusive approach not only fosters positive student outcomes but also enriches the teacher's experience, as they find fulfillment and satisfaction in witnessing the growth and development of their students. Moreover, educational aspirations can foster a collaborative spirit among teachers. As they work towards common goals, there is an enhanced sense of community and collaboration.