Learning Engagement and Teaching Skills: Chain Mediation among Pre-Service Teachers

Abstract

Classroom teaching skills development belongs to professional preparation for potential teachers. Using Social Cognitive Theory and Self Determination Theory, the research developed a chain-meditation model to study pre-service teachers’ self-evaluation and teaching self-efficacy mediate the relation between their learning engagement and classroom teaching skills. Participants were 513 pre-service teachers from three public universities in Henan Province, China. The data was analyzed by using the Structural Equation Model. The results revealed that learning engagement exhibited a robust positive effect on classroom teaching skills (β = 0.484, p < 0.001), teacher self-efficacy (effect size = 0.116), and self-evaluation of classroom teaching (effect size = 0.105). Each served as a partial mediator, and a sequential mediation pathway linking these two constructs was also confirmed (95% CI [0.017, 0.149], effect size = 0.055). These findings highlight the importance of fostering engagement, strengthening efficacy beliefs, and promoting reflective practices in teacher education programmes to enhance pedagogical competence and long-term professional adaptability.