Teacher Classroom Management Strategies as Predictors of Student Engagement in Physical Education: A Moderated Structural Model across Gender, Academic Year, and Physical Activity Level

Abstract

Background: Classroom management plays a critical role in fostering student engagement in physical education; however, evidence from higher education contexts remains limited. This study examined the predictive influence of teacher classroom management strategies on student engagement and explored moderation effects across selected demographic characteristics. Methods: A quantitative descriptive survey design was conducted among undergraduate physical education students (N = 468) in colleges across Khyber Pakhtunkhwa, Pakistan. Teacher management strategies and student engagement were measured using the Teacher Management Strategies Questionnaire (TMSQ) and Student Behavior Checklist (SBC). Data were analyzed using correlation, structural equation modeling, moderation analysis, measurement invariance testing, and confirmatory factor analysis. Results: Teacher management strategies showed a significant association with engagement (r = .58, p < .001), explaining 32–44% variance (R² = .32–.44; β = .49–.57). Moderation effects were significant (β = .12–.16, p ≤ .004). CFA indicated strong loadings (λ = .68–.81) and good model fit (CFI = .953; RMSEA = .045). Conclusion: it has been concluded that the proactive management strategies enhance engagement in higher education physical education environments.

Keywords: Instructional climate, learner participation, pedagogical effectiveness, higher education students, behavioral engagement.