Over the last two decades, several studies have overlooked at-school belonging and engagement, two dimensions that are associated with several positive outcomes. However, the relative influence that contexts and interventions may have on these components has received much less attention. In this study, school belonging and engagement were examined as a function of the implementation and application of classroom rules. The study took place in two Moroccan schools, and participants were 238 students from 9th grade (101 boys, 137 girls; Mage = 15.1) living in the cities of Casablanca and Témara. They all completed a questionnaire that allowed to measure their belonging and engagement in conjunction with the manner in which rules are implemented and applied. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that implementation of classroom rules had a positive effect on school belonging, which, in turn, had a positive effect on school engagement. These results indicated the need to conduct further empirical research to measure the contribution of classroom management practices on school belonging.
For many years, studies have explored the relationship between school belonging and engagement, two concepts that are associated with several positive outcomes. However, the relative influence that school climate may have on these components has received little attention. Based on the theoretical perspective of Janosz et al (1998), school belonging and engagement were examined as a function of multiple dimensions of school climate, and were tested across genders. The research took place in Morocco, and participants were 238 students from 9th grade (101 males, 137 females; Mage = 15.1) living in the cities of Casablanca and Témara. Students completed a questionnaire aimed at measuring school belonging, school engagement, and school climate. Correlational and structural equation modeling methods were used to analyze the aforementioned relationships. Results showed that only the climate of justice had a positive effect on school belonging, which, in turn, had a positive effect on the three types of school engagement. The multigroup analysis revealed the relation between school belonging and behavioral engagement to be partially invariant across genders. These results highlight the benefits of creating a positive school climate which can support students' belonging and engagement.
Teacher assessment in higher education is a widely used strategy in Western countries, but it is not common practice in Moroccan academia. In consequence, the establishment of a new assessment policy in higher education creates a new dynamic in teaching practices, teacher assessment, and professional career development. This type of major change, however, is likely to generate anxiety among staff regarding the learning of new practices, and uncertainty regarding their involvement in the process of teacher assessment. The objective of the present study was thus to explore the perceptions of professors concerning the implementation of teacher assessment in Moroccan universities through a survey and interviews carried out among the professors. The majority of professors expressed a positive attitude toward the usefulness of teaching evaluations. According to them, teacher assessment helps them identify strengths and weaknesses in their teaching. In contrast, there is a recurring issue among the respondents, namely the crisis of trust toward the parties involved in the evaluation process and apprehension regarding consequences of these evaluations’ results on faculty status and rank progression. The majority were very suspicious of using student assessment for administrative purposes.
Teacher assessment in higher education is a widely used strategy in Western countries, but it is not common practice in Moroccan academia. In consequence, the establishment of a new assessment policy in higher education creates a new dynamic in teaching practices, teacher assessment and professional career development. This type of major change, however, is likely to generate anxiety among staff regarding the learning of new practices, and uncertainty in respect of their involvement in the process of teacher assessment. The objective of the present study was thus to explore the perceptions of professors concerning the implementation of teacher assessment in Moroccan universities (Mohamed V University and Ibn Tofeil), through a survey and interviews carried out among the professors. The majority of professors expressed a positive attitude towards the usefulness of teaching evaluation. According to them, teacher assessment helps them identify strengths and weaknesses in their teaching. In contrast, there is a recurring issue among the respondents, namely the crisis of trust towards the parties involved in the evaluation process and apprehension regarding consequences of these evaluations’ results on faculty status and rank progression. The majority were very suspicious of using student assessment for administrative purposes.
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