Date of Award

8-2011

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Jerry Willis

Second Supervisor

Hasna Muhammad

Abstract

Engaging adolescents in school is a challenge. Academic motivation decreases steadily as students move from elementary, to middle, to high school. The purpose of this study was to examine the relationship between teacher engagement and student engagement to determine whether the level of teacher engagement had an impact on the level of student engagement. Perspectives from both the teachers and students were examined to determine if agreement existed between teachers and students regarding the reported levels of teacher engagement and student engagement. This study found evidence that high levels of teacher engagement had a positive effect on student engagement levels. An analysis of student perception variables revealed weak to moderate relationships between most variables. Strong relationships existed between Belief about Self and autonomy and Belief about Self and relatedness. Data revealed that a disconnect existed between teacher and student perspectives regarding teacher and student engagement. It is recommended that teachers, students, and administrators have a common understanding of the definition of engagement and knowledge of what engagement looks, sounds, and feels like in the classroom. The use of engagement measurement/reflection tools should be used to assess engagement levels of teachers and students and to provide data which can influence decisions regarding teacher and student engagement.

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