Teacher Charisma And Student Engagement: An Empirical Study In The Context Of Higher Education In Uzbekistan

Abstract

Teacher charisma is increasingly recognized as an important psychological and pedagogical factor influencing students’ motivation, classroom participation, emotional involvement, and academic persistence. In higher education, where students are expected to demonstrate independence, critical thinking, and professional responsibility, the personal influence of the teacher remains a significant condition for creating an active learning environment. This article examines the relationship between teacher charisma and student engagement in the context of higher education in Uzbekistan. The study is based on an empirical survey conducted among undergraduate students from pedagogical higher education institutions. Teacher charisma is analyzed through communicative expressiveness, emotional inspiration, professional confidence, ethical influence, and the ability to create a supportive classroom atmosphere. Student engagement is considered through behavioral, emotional, and cognitive dimensions. The findings indicate that teacher charisma has a positive influence on students’ engagement, especially in terms of classroom participation, interest in the subject, willingness to ask questions, and readiness to complete independent learning tasks. The results show that charisma should not be understood as a purely natural personal talent, but as a professionally developed pedagogical quality that can be strengthened through reflective practice, communication skills, emotional intelligence, and student-centered teaching strategies.