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A Model for Improving Teacher Engagement Through Administrative Support.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Model for Improving Teacher Engagement Through Administrative Support./
Author:	Campbell, James C.
Description:	1 online resource (133 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355427783

A Model for Improving Teacher Engagement Through Administrative Support.
Campbell, James C.

A Model for Improving Teacher Engagement Through Administrative Support. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2017.

Includes bibliographical references

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 (beta=.419) with the next highest weight being the assessment factor (beta=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355427783Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

A Model for Improving Teacher Engagement Through Administrative Support.
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100 1 $a Campbell, James C. $3 1184722
245 1 2 $a A Model for Improving Teacher Engagement Through Administrative Support.
264 0 $c 2017
300 $a 1 online resource (133 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Ira Bogotch.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2017.
504 $a Includes bibliographical references
520 $a 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 (beta=.419) with the next highest weight being the assessment factor (beta=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Florida Atlantic University. $b Educational Leadership. $3 1184723
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604504 $z click for full text (PQDT)