摘要：Studies on students' engagement in the academic field seem to be widely explored. Similar investigations at the primary education level remain at its infancy stage. Especially in Thailand where the literacy level is low. To achieve the study objectives, teachers at primary schools in Nakhon Si Thammarat province of Thailand were randomly selected and surveyed. The data retrieved were analyzed using structural equation modelling. The result reveals an insignificant relationship between teaching perspective and students’ engagement. However, the teaching perspective inventory has a negative significant moderating effect. The research implication to education policymakers was extensively discussed.
