Laura Norton Dallas Baptist University Dissertation Defense February 23, 2012

TEACHER LEADERSHIP STYLE AND STUDENT ENGAGEMENT IN THE MIDDLE SCHOOL CLASSROOM

Laura NortonDallas Baptist UniversityDissertation DefenseFebruary 23, 2012

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Statement of the Problem Students must engage in challenging

cognitive tasks in order to learn; however, some students resist challenging tasks and may avoid them altogether.

Nonparticipation in challenging cognitive tasks at school leads to underachievement , which can also lead to increased drop out rates.

Schools are accountable for the achievement of all students; therefore, it is critical that all students engage in challenging cognitive tasks.

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Purpose of the Study

The purpose of this study is to determine if a teacher’s leadership style in the middle school classroom is related to students’ willingness to engage in challenging cognitive tasks.

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RationaleTransformational leadership in schools and

student engagement in cognitive tasks have been shown through the literature to be associated with positive learning outcomes.

This study goes deeper to determine if the teacher’s transformational leadership style in a middle school classroom is associated with increased cognitive engagement.

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Research Questions

Is the teacher’s leadership style in the classroom, as perceived by students, related to students’:

1. personal achievement goal orientations?2. perceptions of the classroom goal

structures?3. academic-related perceptions, beliefs,

and strategies?

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Significance of the Study

Students who are engaged in school are more likely to stay in school, achieve, have positive self-esteem, and continue their education after high school (Finn & Rock, 1997; National Research Council, 2003; Stout & Christenson, 2009).

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Educational systems are moving toward more transactional leadership (e.g. teacher and student reward systems, standardized testing, incentive pay, pay for grades/test scores/attendance); therefore, it is important to know if transformational leadership is more closely associated with improving student engagement.

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If transformational leadership in classrooms is positively associated with engaging students in school, then placing transformational leaders in America’s classrooms could have even greater impact for troubled schools in which the urgency for transformation is even more critical.

LITERATURE REVIEW

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History of Leadership

Great Man/Trait Theories

Leader Behavior Theories

Situational Leadership

Contingency Theories

Full Range of Leadership Model

History of Educational Leadership

Transformational Leadership in

Education

Teacher Leadership

Teachers as Leaders in the

Classroom

Transformational Teacher Leadership in the Classroom (MLQ)

Student Engagement

Affective, Behavioral, Cognitive

Goal Orientation Theory

Two Patterns of Response to Cognitive

Challenge

Maladaptive and Adaptive

Adaptive Patterns of Learning (PALS)

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Goal Orientation Theory (Dweck & Leggett, 1988)

Helpless Pattern (intelligence is a fixed entity)

*Higher Effort means Lower Ability (and vice versa)

Mastery-Oriented Pattern (intelligence is malleable)

**Higher Effort means Increased Ability (and vice versa)

Judgments of competence

Performance Goals*

Helpless

(maladaptive)

Increasing

competence

Learning

Goals**

Mastery-Oriented (adaptiv

e)

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Conclusions Drawn from the Literature

There is a relationship between transformational school leaders and positive school outcomes such as job satisfaction and school effectiveness (Brant, 1992; Chin, 2007; Kirby, Paradise, & King, 1992; Leithwood, 1992; Leithwood & Jantzi, 2005; Vechhio, Justin, & Pierce, 2008).

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There is a relationship between certain teacher leadership styles in the classroom and certain student outcomesPeople-oriented or task-oriented style

and academic performance (Yildirim, Acar, Bull, & Sevinc, 2008)

People-oriented or task-oriented and perceptions of the teacher (Reavis & Derlenga, 1976)

Servant leadership and teacher effectiveness (Meadows, 1997)

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There are a few studies that found that transformational leadership in classrooms at the university and high school settings was associated with teacher effectiveness, student satisfaction, and teacher job satisfaction (Ko, 2006; Pounder, 2008; Thomas, 2007; Wilson, 2004).

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Cognitive engagement is linked to differences in academic achievement (Connell, Spencer, & Aber, 1994; Finley, 2006).

A lack of cognitive engagement is associated with underachievement and dropping out of school (Finn & Rock, 1997; Stout & Christenson, 2009).

There are two patterns of response to cognitive challenges: the helpless (maladaptive) and mastery (adaptive) patterns (Dweck & Leggett, 1988).

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Gaps in the Research Regarding… Transformational leadership style

in the middle school classroom The relationship between

transformational leadership in the middle school classroom and the degree to which a student is willing to engage in challenging cognitive tasks

RESEARCH METHODOLOGY

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Null Hypothesis 1a.There is no statistically significant correlation

between student-rated teacher leadership style and a mastery goal orientation.

Null Hypothesis 1b.There is no statistically significant correlation

between student-rated teacher leadership style and a performance-approach goal orientation.

Null Hypothesis 1c.There is no statistically significant correlation

between student-rated teacher leadership style and a performance-avoid goal orientation.

Research Question 1: Is the teacher’s leadership style in the classroom, as perceived by students, related to students’ personal achievement goal orientations?

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Null Hypothesis 2a.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom mastery goal structure.

Null Hypothesis 2b.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom performance-approach goal structure.

Null Hypothesis 2c.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom performance-avoid goal structure.

Research Question 2: Is the teacher’s leadership style in the classroom, as perceived by students, related to students’ perceptions of the classroom goal structures?

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between student-rated teacher leadership style and student perception of academic efficacy.


between student-rated teacher leadership style and student perception of academic press.


between student-rated teacher leadership style and student perception of avoiding novelty.

Research Question 3: Is the teacher’s leadership style in the classroom, as perceived by students, related to students’ academic-related perceptions, beliefs, and strategies?

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Research Design

Quantitative explanatory design Non-experimental Correlational

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Setting• Affluent, suburban middle school

composed of 7th and 8th grade students

• Rated an exemplary school by the state

• Received state and national recognition for academic performance

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Sample Convenience Sampling of 7th and 8th

graders 689 students Seventh grade = 342 students (49.6%) Eighth grade = 347 students (50.3%) Male = 310 students (44.9%) Female = 380 students (55.1%)

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Second-Period Subject AreasSample Math = 122 students (17.7%) English = 154 students (22.3%) Science = 115 students (16.7%) Social Studies = 127 (18.4%) Spanish or French = 101 (14.6%) Art or Drama = 35 (5.1%) Other = 34 (4.9%)

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Instrumentation and Measures Multifactor Leadership Questionnaire (MLQ)

Likert scale 0-4 with a “not sure” choice added Measures leadership behavior (transformational,

transactional, passive-avoidant) Permission obtained to exclude outcome factors

Patterns of Adaptive Learning (PALS) Likert scale 0-4 with a “not sure” choice added Permission obtained to include only:

Personal achievement goal orientations Perceptions of the classroom goal structures Academic-related perceptions, beliefs, and

strategies

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Data Collection Procedures

Informed consent from students and parents Voluntary participation; opt out options Computer survey of combined MLQ/PALS

during science class time Students rated their 2nd period teacher Supervised by trained proctors (clerical

assistants) No personal information collected other than

grade level and gender

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Ethical Considerations Researcher is principal of the school;

however, principal was not present during data collection.

No identifying information for students or teachers was collected (other than students’ grade level and gender).

Disruption to the daily routine of students was minimal, requiring less than one class period to complete the online survey

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Ethical Considerations

There were no foreseeable risks or benefits to students or teachers, other than the loss of approximately 20-45 minutes of instructional time in science.

Appropriate permissions were obtained from the Dallas Baptist University Institutional Review Board, the DBU Research Methodology Committee, and the school district.

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Data Analysis Using SPSS software, Version

19,bivariate correlation statistics were run, comparing teacher leadership style to each of the dependent variables.

Degrees of association were examined (between each teacher leadership style and each variable for students’ patterns of adaptive learning).

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Results

All tables reflect r values.

Additional note for all tables:

N=689

* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).*** Correlation is significant at the 0.001 level (2-tailed).

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between student-rated teacher leadership style and a mastery goal orientation.


between student-rated teacher leadership style and a performance-approach goal orientation.


between student-rated teacher leadership style and a performance-avoid goal orientation.


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Mastery Goal OrientationIt’s important to me that I learn a lot of new concepts this

year.One of my goals in class is to learn as much as I can.One of my goals is to master a lot of new skills this year.It’s important to me that I thoroughly understand my class

work.It’s important to me that I improve my skills this year.

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Performance-Approach Goal OrientationIt’s important to me that other students in my class think I am

good at my class work.One of my goals is to show others that I’m good at my class work.One of my goals is to show others that class work is easy for me.One of my goals is to look smart in comparison to the other

students in my class.It’s important to me that I look smart compared to others in my

class.

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Performance-AvoidGoal OrientationIt’s important to me that I don’t look stupid in class.One of my goals is to keep others from thinking I’m not

smart in class.It’s important to me that my teacher doesn’t think that I

know less than others in class.One of my goals in class is to avoid looking like I have

trouble doing the work.

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MGO PApGO PAvGOTransformational

.343*** .102** .160***

Transactional .217*** .125*** .178***

Passive-Avoidant

-.214*** .081* NS

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MGO TF TA PA

Math .298**

English .426*** .191* -.453***

Science .310**

Social Studies .437*** .361***

Spanish French .312** .230* -.249*

Art or Drama .376*

Other

Null Hypothesis 1a.There is no statistically significant correlation between student-rated teacher leadership style and a mastery goal orientation.

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PApGO TF TA PA

Math .227* .320***

English .202*

Science .229*

Social Studies

Spanish French .253*

Art or Drama

Other

Null Hypothesis 1b.There is no statistically significant correlation between student-rated teacher leadership style and a performance approach goal orientation.

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PAvGO TF TA PA

Math .218*

English

Science

Social Studies

Spanish French .313** .275**

Art or Drama

Other

Null Hypothesis 1c.There is no statistically significant correlation between student-rated teacher leadership style and a performance avoid goal orientation.

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Null Hypothesis 2a.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom mastery goal structure.

Null Hypothesis 2b.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom performance-approach goal structure.

Null Hypothesis 2c.There is no statistically significant correlation between

student-rated teacher leadership style and student perception of the classroom performance-avoid goal structure.


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Classroom Mastery Goal StructureIn our class, trying hard is very important.In our class, how much you improve is really important.In our class, really understanding the material is the main

goal.In our class, it’s important to understand the work, not just

memorize it.In our class, learning new ideas and concepts is very

important.In our class, it’s OK to make mistakes as long as you are

learning.

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Classroom Performance-Approach Goal StructureIn our class, getting good grades is the main goal.In our class, getting right answers is very important.In our class, it’s important to get high scores on tests.

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Classroom Performance-Avoid Goal StructureIn our class, showing others that you are not bad at class work is

really important.In our class, it’s important that you don’t make mistakes in front of

everyone.In our class, it’s important not to do worse than other students.In our class, it’s very important not to look dumb.In our class, one of the main goals is to avoid looking like you can’t

do the work.

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MGS PApGS PAvGS

Transformational

.563***

Transactional .341*** .123** .107**

Passive-Avoidant

-.451*** .181***

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CMGS TF TA PA

Math .504*** -.293**

English .543*** .232** -.504***

Science .556*** .335*** -.310**

Social Studies .624*** .497*** -.474***

Spanish French .561*** .377*** -.513***

Art or Drama .579*** .366* -.366*

Other

Null Hypothesis 2a.There is no statistically significant correlation between student-rated teacher leadership style and a mastery classroom goal structures.

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PApCGS TF TA PA

Math

English

Science

Social Studies .175* .259**


Art or Drama

Other

Null Hypothesis 2b.There is no statistically significant correlation between student-rated teacher leadership style and a performance approach classroom goal structures.

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PAvGS TF TA PA

Math .403***

English -.168* .179*

Science .298***

Social Studies .292**

Spanish French

Art or Drama

Other

Null Hypothesis 2c.There is no statistically significant correlation between student-rated teacher leadership style and a performance avoid classroom goal structures.

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between student-rated teacher leadership style and student perception of academic efficacy.


between student-rated teacher leadership style and student perception of academic press.


between student-rated teacher leadership style and student perception of avoiding novelty.


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Academic EfficacyI’m certain I can master the skills taught in class this year.I’m certain I can figure out how to do the most difficult

class work.I can do almost all the work in class if I don’t give up.Even if the work is hard, I can learn it.I can do even the hardest work in this class if I try.

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Academic PressWhen I’ve figured out how to do a problem, my teacher

gives me more challenging problems to think about.My teacher presses me to do thoughtful work.My teacher asks me to explain how I get my answers.When I’m working out a problem, my teacher tells me to

keep thinking until I really understand.My teacher doesn’t let me just do the easy work, but

makes me think.My teacher makes sure that the work I do really makes me

think.My teacher accepts nothing less than my full effort.

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Avoiding NoveltyI would prefer to do class work that is familiar to me,

rather than work I would have to learn how to do.I don’t like to learn a lot of new concepts in class.I prefer to do work as I have always done it, rather than

trying something new.I like academic concepts that are familiar to me, rather

than those I haven’t thought about before.I would choose class work I knew I could do, rather than

work I haven’t done before.

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Academic Efficacy

Academic Press

Avoidance of Novel Work

Transformational

.490*** .736*** -.148***

Transactional .339*** .486***

Passive-Avoidant

-.381*** -.473*** .253***

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Academic Efficacy

TF TA PA

Math .241*** .197*

English .564*** .288*** -.501***

Science .505*** .333*** -.404***

Social Studies .510*** .511*** -.358***

Spanish French .592*** .378*** -.404***

Art or Drama .562***

Other

Null Hypothesis 3a.There is no statistically significant correlation between student-rated teacher leadership style and academic efficacy.

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Academic Press

TF TA PA

Math .675*** .341*** -.216*

English .682*** .297*** -.497***

Science .737*** .513*** -.406***

Social Studies .726*** .610*** -.541***

Spanish French .800*** .523*** -.522***

Art or Drama .832*** .334* -.429**

Other .478*** .408*

Null Hypothesis 3b.There is no statistically significant correlation between student-rated teacher leadership style and academic press.

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Avoidance TF TA PA

Math .384***

English -.166* .253**

Science -.249** .314**

Social Studies .183*


Art or Drama

Other

Null Hypothesis 3c.There is no statistically significant correlation between student-rated teacher leadership style and avoidance of novel work.

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Discussion Research Question 1 – Goal Orientation

Transformational Leadership was most closely associated with a mastery goal orientation.

Implications for teachers who rely on a transactional or passive avoidant style

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Passive-avoidant leadership was negatively associated with a mastery goal orientation, which suggests that teacher leadership behaviors impact whether or not a student wants to learn.

In this study, 22% of students rated their teachers’ passive-avoidant characteristics higher than transformational characteristics. Fourteen percent of students rated their teachers higher than “2” on passive-avoidant characteristics.

Discussion Research Question 1 – Goal Orientation

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Discussion Research Question 1 – Goal Orientation Student perceptions of teacher

leadership style in the classroom are associated with students’ desire to learn; therefore, teachers and principals may consider giving students the MLQ in order to determine how students perceive their teacher’s leadership style, particularly if students are not engaging in school work.

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Discussion Research Question 2 – Classroom Goal Structures

Transformational Leadership was most closely associated with classroom mastery goal structures (students’ beliefs that the purpose of class work is to develop competence).

Transformational Leadership was not associated with performance approach or performance avoid goal structures, yet transactional leadership was associated with both.

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Discussion Research Question 3 – Academic-related perceptions, beliefs, and strategies

Transformational Leadership was most closely (positively) associated with students’ beliefs that they can do challenging work, that the teacher gives them challenging work in order to develop their competence, and that the teacher supports them in persisting in challenging work.

Students negatively associated transformational leadership with their desire to avoid novel work.

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Does Teacher Leadership in the Middle School Classroom Matter?

Results indicate that the leadership style of teachers in the middle school classroom is related to students’ willingness to engage in cognitive challenges, how students’ perceive the purpose of school work, students’ beliefs that they can do the work, and academic press.

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ImplicationsWhile this study does not suggest causation

and cannot be generalized to dissimilar populations, the findings show that in this sample

there is a positive association between transformational leadership and desired (adaptive) student attitudes and beliefs;

therefore, this relationship needs to be studied in more depth, and

more attention needs to be placed on transformational leadership behaviors in the middle school classroom.

QUESTIONS?

Documents

Laura Norton Dallas Baptist University Dissertation Defense February 23, 2012