الفهرس 
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Abstract
Leadership behavior of Faculty members can enhance classroom
engagement of students and self-efficacy in the classroom by reinforcing
students perception of competence, providing emotional support and
encouragement throughout the learning process. Aim of the study: It aimed to
evaluate the relationship between leadership behavior of faculty members and
classroom engagement of students at Faculty of Nursing in Suez Canal
University. Design: Descriptive correlational research design was used in the
study. Setting: the present study was carried out at Faculty of Nursing in Suez
Canal University. Subjects: 37 out of 45 faculty members and 272 students at
2020-2021 . Tools of data collection: The data were collected using two tools
namely leadership behavior questionnaire and classroom survey of student
engagement. Results: the total faculty members leadership behaviors mean
percentage was 81.6 %, the work relation got the highest mean percentage 90.4
% followed by supervision, education, decision and administration with mean
percentage (82.9, 81.2, 81.1 and 77.8 %) respectively. Moreover, the total
students classroom engagement mean percentage was 57.5 %, the educational
practices got the highest mean percentage 74.8 % followed by class climate
69.4 %, engagement activities 51.9 % and finally cognitive skills with mean
percentage 41.0 %. Conclusion: There was highly statistically significant
positive correlation between faculty members leadership behavior and
students classroom engagement. Recommendations: Conducting training
programs about leadership behavior for faculty members to develop and
practice their leadership skills, developing and validating guidelines to enhance
students classroom engagement and replicating the previous study on large
sample size and various study setting recommended for further studies.