ERIC Number: ED316943
Record Type: Non-Journal
Publication Date: 1988-Nov
Reference Count: N/A
Project on the Effects of the School as a Workplace on Teachers' Engagement: Field Study on Principals' Management of Schools To Affect Teacher Engagement.
Rossmiller, Richard A.
Despite the recognized importance of school-level leadership, little attention has been given to principals' influence over teachers' daily work lives. This study tries to identify what principals do, through their actions and decisions, to affect teachers' working conditions. Since teacher engagement in their work affects student learning, the quality of teacher work life bears directly on this engagement--in turn influenced by the principals' actions. The research team observed, interacted with, and formally interviewed the principal, vice principals, and selected department heads in eight "ordinary" secondary schools located in midwestern metropolitan areas. Six were public schools, and two were Catholic schools. The study was guided by eight quality-of-work-life indicators: (1) respect from relevant adults; (2) participation in decision-making; (3) frequent and stimulating professional interactions among peers; (4) organizational structures and procedures allowing performance feedback; (5) opportunity to use skills and knowledge, learn new skills, and experiment; (6) adequate resources to carry out the job; and (7) congruence between personal and school goals. Although principals rarely mentioned the quality of teachers' work life as a high priority concern, their actions in nine specific areas did reveal this concern. The ways that administrators worked with students and dealt with classroom misbehavior affected teachers' work lives in two areas: (1) the respect teachers were accorded by students and administrators; and (2) teachers' ability to maintain a pleasant, orderly working environment. (34 references) (MLH)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.