Integrating Teacher-school Interaction, Organizational Interactive Support, and Educational Behavioral Management: A Multi-level Conceptual Framework

Abstract

This article develops an integrative framework connecting Teacher-school interaction, organizational interactive support, and educational behavioral management in Malaysia university students. Drawing on self-determination, self-regulation, embodied, and adaptive-learning perspectives, the framework distinguishes enabling conditions, interpretive mechanisms, interactive practices, and adaptive consequences. A synthetic evidence map of 64 sources is used only to demonstrate how conceptual claims can be audited. The analysis identifies four recurring dilemmas: technological substitution for human judgment, unequal access, weak alignment between tools and institutional routines, and evaluation based on adoption rather than meaningful outcomes. The proposed model advances a staged pathway from diagnostic alignment to supported enactment, feedback, and iterative governance. It contributes testable propositions and an implementation scorecard while avoiding the presentation of simulated evidence as a completed review.