The relationship between student engagement in school and teachers' disciplinary techniques

Student engagement in school is a multidimensional construct that includes behavioral, emotional, and cognitive components. This construct, alongside numerous other factors, is associated with a range of positive developmental outcomes that can serve to prevent various behavioral problems. Accordingly, contemporary research focuses on identifying factors that may enhance student engagement in school. One of the most important among these factors are the techniques the teachers use to instil and maintain discipline. The primary aim of this research is to examine the relationship between these disciplinary techniques and the level of student engagement in school activities. The sample consisted of 860 students of both genders from six secondary schools in Belgrade. Data collection used two scales: the Student Engagement Scale and the Scale of Positive and Punitive Disciplinary Techniques, which are part of the comprehensive Delaware School Climate Survey. The findings indicate that the level of student engagement in school varies depending on the disciplinary techniques that students perceive teachers are using. Specifically, a strong correlation was found between the perception of positive disciplinary techniques and higher levels of student engagement, while a somewhat weaker correlation was identified between punitive disciplinary techniques and lower levels of engagement. Furthermore, disciplinary techniques were identified as significant predictors of student engagement in school. Based on these findings, recommendations for improving the level of student engagement in school activities are provided in the conclusion, particularly for the purpose of preventing student behavioral problems.