Internship Practices, Student Engagement, and Perceived Educational Quality: A PLS-SEM Analysis of Head Teachers’ Perspectives in Bangladesh

Abstract

Grounded in Experiential Learning Theory and Social Learning Theory, this study examined how internship-related instructional and institutional practices are associated with student engagement and perceived educational quality, as perceived by head teachers in Bangladesh. A quantitative cross-sectional survey design was employed, and data were collected from 100 head teachers of internship-partner schools affiliated with five public universities. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that Internship Classroom Practices (β = 0.233, p = .001), Assessment and Feedback Practices (β = 0.238, p = .004), University-School Coordination (β = 0.298, p < .001), Reflective and Professional Support (β = 0.161, p = .029), and Institutional Engagement Support (β = 0.188, p = .004) were positively associated with student engagement. Student engagement demonstrated a strong positive relationship with perceived educational quality (β = 0.646, p < .001) and significantly mediated the relationships between all internship-related practices and educational quality. Among the predictors, University-School Coordination demonstrated the strongest positive association with student engagement. The findings highlight the importance of collaborative, engagement-oriented internship practices in supporting educational quality and advancing Sustainable Development Goal 4 (SDG 4). The study contributes to teacher education research by incorporating head teachers’ perspectives within an integrated analytical framework.