Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Cooper, Kristy S.; Kintz, Tara; Miness, Andrew

doi:10.1086/688168

Cited by 10 publications

(3 citation statements)

References 34 publications

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“…Bellibaş et al, 2020, 2021; Heck and Hallinger, 2014; Leithwood et al, 2020; May and Supovitz, 2010; Pietsch and Tulowitzki, 2017). While teacher agency has yet to be validated as a mediator of this relationship, it has been established as a significant mediator of leadership effects on related constructs such as teacher professional learning (Alazmi and Hammad, 2021; Bellibaş et al, 2021; Geijsel et al, 2009), teacher commitment (Al-Mahdy et al, 2018; Hallinger et al, 2018) and student engagement (Cooper Stein et al, 2016). This model is consistent with Leithwood et al’s (2020) recent finding that teacher emotions mediate efforts of principals to influence the instructional practices of teachers.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Al-Mahdy¹,

Hallinger²,

Omara³

et al. 2022

Educational Management Administration & Leadership

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Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency and classroom instruction. Data collected from 464 teachers in 65 middle schools in Oman were analysed using structural equation modelling, factor analysis and bootsrapping. The results supported a partial mediation model in which principal instructional leadership was associated with moderate direct and indirect effects through teacher agency on classroom instruction. In addition, lower power distance in principal–teacher professional relationships was associated with stronger effects of instructional leadership on teacher agency. These findings support assertions that instructional leadership is a relational process rather than a top-down bureaucratic form of leadership.

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Section: Conceptual Backgroundmentioning

confidence: 99%

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Al-Mahdy¹,

Hallinger²,

Omara³

et al. 2022

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…These educators have learned that disengaged students are known to community-based professionals because these same students are clients in their respective community-based service systems. Exemplary teachers learn to rely on these kinds of external supports to engage students [36].…”

Section: The Promise Of Collaborative Data-based Subpopulation Identificationmentioning

confidence: 99%

Student Engagement and Disengagement as a Collective Action Problem

Lawson

2020

Education Sciences

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building between schools and community health, mental health, and social service agencies. Here, engagement and disengagement challenges are reframed as opportunities for collective action, including interprofessional teams, community agency–school partnerships, cross-sector collective impact formations, cradle-to-career system building, and community development initiatives. Together these collective action forms signal new institutional designs which are fit for purpose when child/family poverty, social exclusion, and social isolation conspire against student engagement and school success.

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“…The professional agency of teachers, often called teacher agency, refers to their power to act, make choices and decisions, influence their work, and take stances (Vähäsantanen 2015). Teacher agency is critical in the context of educational innovation and reform because it not only affects what, how, when, where, and for how long a teacher may use various practices in the classroom, thereby shaping practices of implementation, but also promotes student engagement and impacts student learning outcomes (Cooper Stein, Kintz, and Miness 2016). In addition, teacher agency plays a crucial role in negotiating and reformatting professional identity (Edwards 2015) while also influencing teacher job satisfaction and well-being (Vähäsantanen 2015;Zee and Koomen 2016).…”

Section: Introductionmentioning

confidence: 99%

Engineering instructors’ professional agency development and identity renegotiation through engaging in pedagogical change towards PBL

Naji

Ebead

et al. 2020

European Journal of Engineering Education

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This qualitative longitudinal study explored three engineering instructors' professional agency in implementing project-based learning (PBL), including multiple sets of data (18 interviews, observations, and written reflections spanning three semesters). The results show that the instructors' care for students, interest in pedagogical innovation, and efforts in professional learning supported their confidence in stance, sense of agency, and competence in PBL practice. The efficacy and strong beliefs of the instructors further supported their agency-inaction regarding how they acted to influence their teaching by negotiating both its content and conditions. The study also revealed how individual resources and social conditions frame the enactment of professional agency and how the instructors developed agency and strategies to overcome challenging issues at work. Although they developed different types of agency, they demonstrated the same attitude towards resilience and negotiation for autonomy as well as the same engagement in self-empowerment and transforming their agentic competence into educational leadership.

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Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

Cited by 10 publications

References 34 publications

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis

Student Engagement and Disengagement as a Collective Action Problem

Engineering instructors’ professional agency development and identity renegotiation through engaging in pedagogical change towards PBL

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