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Teacher Engagement

Teacher Engagement. A Qualitative Study. Dain Butler, Julie Pack, & Melita Wise. Personal and Professional Interest. Development of School Culture. Assistant Principal—WSFCS Ed. D. Student 12 years in education—8 in classroom, 4 as AP.

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Teacher Engagement

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  1. Teacher Engagement A Qualitative Study Dain Butler, Julie Pack, & Melita Wise

  2. Personal and Professional Interest Development of School Culture Assistant Principal—WSFCSEd. D. Student12 years in education—8 in classroom, 4 as AP Assistant Principal—Asheboro City SchoolsEd. D. Student 13 years in education—6 in classroom, 7 as AP Director of Accountability Services—ABSS Ed. D. Student 10 years in education—4 in classroom, 3 as AP, 2 as Principal, 1 as director Teacher Evaluation and Development School Administrators

  3. The Impact of Teacher Engagement on School Administrators • Teacher turnover • School culture/environment • Student performance

  4. It’s our responsibility… As administrators, it’s our responsibility…our job…to create and maintain a culture that is supportive of teachers. If we could find out what drives teacher engagement and what structures must be in place to support it, we could do our jobs better.

  5. Background Information “I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” ~Dr. HaimGinott

  6. Information Regarding Engagement • Teacher Working Conditions Surveys • Staff Surveys • Attrition rates • School environment/culture

  7. KWL K—literature, personal and professional experience (and also our DK—our don’t know) W—research questions L—our findings and our analysis

  8. “K”What the research tells us… • Teachers develop a professional identity shaped by their perceived roles and relationships, expectations, and structural characteristics of their school contexts (Thomas & Beauchamp, 2007; Angelle & Schmid, 2007). • Teachers may assume and value different roles within the context of their jobs. • Teachers’ self-image, job motivation, future perspective, self-esteem, and task perceptions may be determinants of engagement (Darby, 2008). • Belonging and participation in school contexts depends in large part on teachers’ability and willingness to adhere to established school norms (Thomas & Beauchamp, 2007).

  9. “DK” • Are there dimensions of teacher engagement? • Where do teachers find value in their belonging? • What reciprocates their investment in their work? • While we understand that structure my impact the levels of isolation of and support provided to teachers, we do not know the extent or impact that school structures play in teachers’ interactions with each other and in their participation in school-related activities. • How do teachers develop a professional identity, and how does their identity shaped by their involvement in the school community? • Are particular school “behaviors” and school engagement levels linked? • What factors may impact teachers’ perceptions of their ability, desire and opportunity to engage with their work and school community?

  10. Purpose of Study How do teachers engage within the school community?

  11. “L” • We intend to learn from our study by answering the following questions: • How do teachers describe their own engagement within school contexts? • How do teachers experience belonging? • What characterizes teachers’ engagement (in terms of motivation, behaviors, what is valued, and the nature of their investment/participation)?

  12. References Angelle, P. and Schmid, J. (2007). School Structure and the Identity of Teacher Leaders: Perspectives of Principals and Teachers. Journal of School Leadership, 17. Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24, 1160-1172. Liu, X. and Ramsey, J. (2008). Teachers’ Job Satisfaction: Analyses of the Teacher Follow-up Survey in the U.S. for 2000-2001. Teaching and Teacher Education, 24. O’Conner, K.E. (2008). “You choose to care:” Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117-126. Sherff, L. (2007). Disavowed: The Stories of Two Novice Teachers. Teaching and Teacher Education, 24. Thomas, L. and Beauchamp, C. (2007). Learning to Live Well as Teachers in a Changing World: Insights Into Developing a Professional Identity in Teacher Education. Journal of Educational Thought, 41(3), pp. 229-243.

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