THE IMPACT OF TEACHING FACULTY’S MENTORING ENGAGEMENT AND CLASSROOM EDUCATIONAL MANAGEMENT AT S UNIVERSITY IN SICHUAN PROVINCE, CHINA

Abstract

This research aims to examine the influence of faculty mentoring engagement on class educational management in Sichuan higher education institutions. 1) to investigate the current status of teachers’ mentoring engagement and class management effectiveness, 2) to analyze the correlation between them, and 3) to explore the impact of mentoring engagement on management outcomes. Research population is undergraduates from a university in Chengdu. Sample is 377 students selected by simple random sampling. Data were collected using the self-developed Sichuan Teaching Faculty Mentoring Engagement Scale (STFMES) and a revised Class Educational Management Effectiveness Scale, and analyzed through descriptive statistics, correlation analysis, and multiple linear regression. Research results are 1) teachers’ mentoring engagement is at a moderately high level, with emotional commitment highest and time investment lowest; 2) a significant positive correlation exists between mentoring engagement and class management effectiveness; and 3) emotional commitment most strongly predicts class cohesion and student development support, while time investment most influences behavioral norms. All regression models are statistically significant.