Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement

Authors

  • Katrin Heim University of Calgary
  • Kurtis Marshall University of Calgary

DOI:

https://doi.org/10.11575/ajer.v68i4.74708

Abstract

Historically, the factors contributing to teacher engagement have been premised on the idea that engagement is grounded in intrinsic motivation and intrapersonal characteristics. This narrative literature review offers an alternative perspective, whereby teacher engagement is enhanced through creating policies to improve workplace conditions and foster engagement. Within the findings, three essential conditions to foster teacher engagement were identified: a supportive organization, active leadership, and healthy interpersonal relationships. A conceptual framework based on these findings is constructed and proposed as an aid to school leaders in policy development to improve teacher engagement.

Keywords: Teacher engagement, conditions, policy, framework, school leaders

Historiquement, les facteurs contribuant à l'engagement des enseignants ont été basés sur l'idée que l'engagement est fondé sur la motivation intrinsèque et les caractéristiques intrapersonnelles. Cette analyse documentaire narrative propose une autre perspective, selon laquelle l'engagement des enseignants est renforcé par la création de politiques visant à améliorer les conditions de travail et à favoriser l'engagement. Dans les conclusions, trois conditions essentielles pour favoriser l'engagement des enseignants ont été identifiées : une organisation de soutien, un leadership actif et des relations interpersonnelles saines. On construit un cadre conceptuel basé sur ces résultats et on le propose au leadership scolaire comme appui au développement de politiques visant à améliorer l'engagement des enseignants.

Mots clés : Engagement des enseignants, conditions, politique, cadre, leadeurship scolaire

Author Biographies

Katrin Heim, University of Calgary

Katrin Heim completed her multidisciplinary Master of Educational Research at the University of Calgary. Her graduate studies focused on early childhood education, and leadership, with this submission serving as her capstone project. She works as an Innovation Coach and is passionate about teacher professional development in rural Alberta.

Kurtis Marshall, University of Calgary

Kurtis Marshall completed his multidisciplinary Master of Educational Research at the University of Calgary. His graduate studies focused on school leadership and multimodal literacy. Kurtis works as an Assistant Principal in Calgary and is passionate about creating school environments where every student and staff member can be successful. 

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Published

2022-12-21

How to Cite

Heim, K., & Marshall, K. . (2022). Reframing Teacher Engagement: A Framework for Improving Workplace Conditions to Foster Teacher Engagement. Alberta Journal of Educational Research, 68(4), 561–580. https://doi.org/10.11575/ajer.v68i4.74708

Issue

Vol. 68 No. 4 (2022): Winter

Section

ARTICLES

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