The Impact of Classroom Management, Teacher-Student Relationships, and Mental Health on Academic Engagement in China

This study explores the intricate connections between classroom management, teacher-student relationships, teachers' mental health, and students' academic engagement in Chinese high schools. As China continues to advance its educational reforms, gaining insight into these interactions is vital for improving educational outcomes. The research utilized a quantitative methodology, collecting data from 379 high school teachers in Shenzhen, China. The findings revealed significant positive correlations between classroom management and teacher-student relationships (r = .68, p < .01), classroom management and academic engagement (r = .63, p < .01), and teacher-student relationships and academic engagement (r = .67, p < .01). Additionally, teachers' mental health was moderately positively correlated with these factors. Through multiple regression analysis, it was found that classroom management, teacher-student relationships, and teachers' mental health together accounted for 57.2% of the variance in students' academic engagement (R² = .572, p < .001). Among these, teacher-student relationships were identified as the strongest predictor of academic engagement (β = .369, p < .001), followed by classroom management (β = .297, p < .001) and teachers' mental health (β = .189, p < .001). These results underscore the importance of cultivating positive teacher-student relationships and effective classroom management in Chinese high schools. The study enhances the understanding of educational dynamics within the Chinese context and provides valuable insights for policymakers and educators, suggesting that a holistic approach addressing classroom management, teacher-student relationships, and teacher well-being can significantly boost student engagement and academic success in Chinese high schools.