A Leadership Framework to Raise Teacher Engagement Page: 53
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suggests teachers newer to the profession are being more heavily guided in their professional
learning than those with the most experience. There is an interesting opposite effect in Q10,
relating to limiting interruptions to instructional time. Teachers in the 0-5 years' experience
group with a mean of 3.86 (SD = 1.28) report more interruptions by their principal, while the 30+
group believe they are less interrupted (M= 4.03). Perhaps campus leaders come more frequently
into classrooms of new teachers leading to this variance. The responses to Q7, conducts informal
observations, are the lowest mean scores across all experience groups in the instructional
leadership style. The mean scores for Q7 range from a low mean of 3.38 to a high of 3.72. This
data indicates that although informal classroom observations is a critical behavior for
instructional leadership, this behavior is not prominent in the district.Table 6
Summary of Descriptive Statistics Instructional Style,
.eo 0-5 years
Question M SD
Q1, Uses data for school goals 4.21(1.24)
Q7, Conducts informal observation 3.72(1.34)
Q8, Ensures PD aligns with goals 4.28(0.98)
Q10, Limits interruptions 3.86(1.28)
Q17, Discusses goals at staff mtgs. 4.52(0.93)Questions by Experience Band
6-15 years 16-30 years 30+ years
M SD M SD M SD
3.97(1.47) 3.76(1.63) 3.14(1.87)
3.48(1.35) 3.55(1.30) 3.38(1.37
4.03(1.38) 4.03(1.16) 3.93(1.28)
3.76(1.13) 3.79(1.24) 4.03(1.22)
4.38(0.96) 4.55(0.81) 4.26(1.32)In the summary for shared style behaviors, shown in Table 7, Q16 regarding informal
leaders on their team was the question with the highest mean (M= 4.54) overall. When analyzing
this question across participant experience groups, there is little difference between groups. This
suggests campus leaders are commonly relying on informal leaders on each team. Additionally,
it is interesting that Q2, Q9, and Q12 all indicate greater agreement among the middle two53
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O'Bara, Susannah Holbert. A Leadership Framework to Raise Teacher Engagement, dissertation, May 2023; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc2137579/m1/64/?rotate=270: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .