This study examines the relationship between teacher self-efficacy and student engagement in technology-enhanced learning environments. Teacher self-efficacy refers to teachers' beliefs in their ability to use technology in their teaching practices effectively. In contrast, student engagement refers to active involvement, motivation, and investment in learning activities. To investigate the correlation, the research will reference pertinent literature that delineates the influence of teacher self-efficacy on student engagement in technology-based learning environments. Research has consistently shown that teacher self-efficacy plays a significant role in student outcomes and experiences^[11]. When teachers believe in their ability to integrate technology into their instruction effectively, they are likelier to engage in innovative teaching practices and create engaging learning environments ^[10]. This, in turn, can positively impact student engagement in the learning process. Furthermore, technology-enhanced learning environments provide unique opportunities for student engagement. Integrating technology tools and resources allows students to actively participate in interactive and collaborative learning experiences ^[5]. When teachers possess high levels of self-efficacy in using technology, they are more likely to design and implement technology-enhanced activities that promote student engagement. This can include incorporating multimedia resources, interactive simulations, and online discussions into their instructional practices ^[10]. Moreover, teacher self-efficacy in technology integration can influence the quality of instruction and the level of student support. Teachers confident in their technological skills are more likely to provide clear instructions, offer timely feedback, and provide necessary scaffolding to support student learning ^[11]. These instructional practices can foster a positive learning environment that promotes student engagement and active participation in technology-enhanced learning activities.

Yang Zimu. Examining the Relationship between Teacher Self-Efficacy and Student Engagement in Technology-enhanced Learning Environments. International Journal of New Developments in Education (2024), Vol. 6, Issue 2: 115-119. https://doi.org/10.25236/IJNDE.2024.060219.

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[10] Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.

[11] Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.