THE RELATIONSHIP BETWEEN TEACHING LEADERSHIP OF COLLEGE AND UNIVERSITY TEACHERS AND ACADEMIC ACHIEVEMENT OF COLLEGE AND UNIVERSITY STUDENTS: THE MEDIATING ROLE OF LEARNING ENGAGEMENT

Abstract

This article uses the learning engagement mediating variable to explain the relationship between college and university teachers' teaching leadership and college and university students' academic achievement. Method: A survey of 985 college and university students was conducted using the University Teacher Teaching Leadership Questionnaire, Learning Engagement Questionnaire, and College Student Academic Achievement Questionnaire. Results: The teaching leadership of college and university teachers has a significant positive impact on learning engagement. Estimate = 0.674, p<0.001. Learning investment has a significant positive impact on college and university students' academic achievement. Estimate = 0.532, p<0.001. The direct effect of college and university teachers' teaching leadership on college and university students' academic achievement is significant (= 0.29, p<0.001). The mediating effect of learning investment is significant (mediating effect = 0.359), and the Bootstrap 95% bias-corrected confidence interval is [0.272, 0.461]. Conclusion: Learning engagement plays a mediating role in the relationship between college and university teachers’ teaching leadership and college and university students’ academic achievement.