Publication Date


Document Type


First Advisor

Wholeben, Brent E.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


High school principals--Illinois--Attitudes; High school principals--Illinois--Public opinion; High school teachers--Illinois--Attitudes; High school teachers--Illinois--Public opinion; High schools--Illinois--Evaluation; Teacher-student relationships--Illinois; Teacher-administrator relationships--Illinois; Academic achievement--Illinois


The specific purpose of this study was to examine the relationships within (a) the perceived role of the principal for promoting teacher and student engagement; (b) the perceived levels and types of teacher engagement; (c) the perceived levels and kinds of influences on student engagement; and (d) the relationships of the perceived role of the principal, teacher engagement, and student engagement, within schools grouped by ISAT performance levels to measure the academic achievement of students in Illinois high schools. The data were collected from the principals and teachers in Illinois public high schools in high school districts with 1,000 or more students that administered the Illinois Standards Achievement Test (ISAT) during the spring of 1999. The data collected from the Principal and Teacher Questionnaires were analyzed to show the significant preferences within and the differences between the principal and teacher responses for each research question. The following conclusions were determined from the study: First, spending time on daily routines and delegating and empowering were perceived by the principals as leadership role priorities for influencing teacher and student engagement in their schools. The principals did not select any significant items related to initiating organizational change as role priority preferences. Second, the teachers in this study were engaged with students as unique whole individuals, the academic goals of the school, and the body of knowledge needed to carry out effective teaching. The teachers also taught in safe and orderly environments. Teacher culture was not selected as a preference for describing the teachers in this study. Third, student engagement was influenced by the need for competence, school membership, authentic work, and the accurate completion of homework. Fourth, the role of the principal for promoting teacher and student engagement, the levels and types of student engagement, and the levels and influences on student engagement were related to the levels of student academic achievement in the schools studied.


Includes bibliographical references (pages [371]-377)


xxii, 409 pages




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