Abstract

Teachers are central to the experience of children in schools and their influence on classroom learning is pivotal. The engagement of teachers in their work is linked to increased job satisfaction, workplace productivity, and even student engagement. Teacher engagement should be considered distinctly from general work engagement. An expanding appreciation of teacher engagement presents opportunities for leaders to improve the work environment of teachers. In a review of previous literature, this study attempted to delineate and define work engagement, generally, and teacher engagement specifically. It aimed to illuminate the importance of identifying and understanding when a teacher is engaged. This study suggested ways school leaders and policy makers could use teacher engagement to improve the teaching and learning that takes place in their schools. This study measured teacher engagement at a small independent K 8 school in two ways: (a) as a personal trait (using the Engaged Teachers Scale or ETS administered once); (b) as a state that may change over time (using an Experience Sampling Method form or ESF multiple times over the course of a work week). The ESF also measured variables on instructional format and levels of interaction with an administrator. The findings of this study described the teacher engagement of the population sampled. It weighed the relationship between trait teacher engagement and state teacher engagement. It found a significant relationship between a teacher’s engagement when measured as a static trait and that teacher’s engagement when measured as a dynamic state. The study found a significant relationship between trait teacher engagement and a teacher’s social interactions with students. It did not find a similarly significant relationship when considering state teacher engagement. This study also considered the relationship between teacher engagement and a teacher’s last interaction with an administrator. It also considered a teacher’s social engagement with colleagues. The study explored the relationships between teacher engagement and the mean number of different instructional formats used in each class period. Finally, the study considered the relationships that might be present between teacher engagement and the percentage of time that a teacher uses varying instructional formats.

Library of Congress Subject Headings

Dissertations (EdD) -- Organizational leadership; Teachers; Effective teaching -- Evaluation

Date of Award

2017

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Hamilton, Eric R.;

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