Özet:

The purpose of this study is to examine students' levels of school engagement, whether the levels of engagement differ in terms of gender and grade level, students' engagement levels from the perspective of teachers, and teachers' efforts to ensure school engagement. The research was designed with mixed method in which qualitative and quantitative data were handled together. The reason for using this method is to provide a better understanding of the concept of school engagement by comparing the findings obtained from qualitative and quantitative data sets and to produce more reliable results. The study group of this research consists of 147 students studying in the 6th and 7th grades in a secondary school located in Kayseri city centre and 11 teachers working in the same school. Quantitative data were used to determine the school engagement levels of students; qualitative data were used to determine the engagement levels of students from the perspective of teachers and the studies carried out to ensure school engagement. The "School Engagement Scale" developed by Fredricks, Blumenfeld, Friedel, and Paris (2005) and adapted into Turkish by Çengel, Totan, and Çöğmen (2017) was used to collect quantitative data, and a semi-structured interview form prepared by the researcher was used to collect qualitative data. The themes in the scale of Çengel et al. (2017) were used in the preparation of the interview form. Arithmetic mean, standard deviation and t-test were used to analyse quantitative data, and content analysis method was used to analyse qualitative data. According to the results of the study, it was concluded that the total school engagement levels of the students were high, behavioural engagement, which is one of the sub-dimensions of engagement, was very high, affective engagement was very high, and cognitive engagement was high. It was determined that there was a significant difference between the gender of the students and their level of school engagement. It was determined that there was no significant difference between students' grade levels and their school engagement levels. The school engagement levels of the students were compared with the engagement levels of the students from the teachers' point of view. It was concluded that students' and teachers' views were compatible in the behavioural, affective and total school engagement dimensions, while students' and teachers' views were not compatible in the cognitive engagement dimension. It was concluded that the activities carried out by teachers to increase students' engagement to school; giving interesting examples, teaching interactive lessons, using technology-supported materials, communicating closely with students, controlling homework, rewarding, showing examples, giving feedback, giving enough time, making explanations about the rules, writing the rules, being a model, cooperating with the family, setting the rules together with the students, motivating, giving homework for their interests, giving information about time management, helping them set goals, directing them to read books, having them summarise, using different teaching methods, organising educational games, using technology-supported tools, student-centred teaching, using humour, providing a positive classroom environment, organising social activities and providing social support.

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