School leaders in the elementary and secondary levels are continually in search of
ways to raise student achievement. It is acknowledged that a quality teacher is the most
effective means to ensure student success. However, school leaders cannot stop at hiring
quality teachers. They must take steps to provide support for those teachers so they will
remain engaged in their jobs. This research study sought to examine how various
supportive actions by school principals can affect teacher engagement. It addressed the
research questions of “Can administrative support factors predict teacher engagement?”
and “Can teacher engagement predict student achievement?” This was accomplished
through a literature review of the topics associated with teacher engagement as well as a
quantitative analysis of responses solicited from high school teachers in a large urban
school district in the Southeastern United States. The results indicate that administrative
support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables.
It was found that the social events factor significantly predicted teacher engagement
(b=.419) with the next highest weight being the assessment factor (b=.246). However, the
study did not show a predictive relationship between teacher engagement and student
achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_38003 |
| Contributors | Campbell, James C. (author), Bogotch, Ira (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 133 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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