The role of school leaders in fostering engagement among teachers and learning support educators

Abstract

While teaching is one of the most rewarding professions, it is also challenging. Difficulties and challenges often adversely impact motivation and result in disengagement from work. Clearly this impacts the performance of both teachers and students. While the educator has several responsibilities, and a lot depends upon him or her, the importance of the school leader should not be underestimated. The school leader should nurture engagement among those involved in the educational process by strengthening a sense of belonging in the school. The aim of this study is to determine the potential influence of the school leader in fostering a sense of belonging and engagement among teachers and Learning Support Educators(LSEs) at school. Data for this study was collected from one local Church school by means of two methods: a questionnaire for teachers and LSEs, and discussions in focus groups for members of the School Leadership Team (SLT). The questionnaire gave the researcher information about teachers’ and LSEs’ views in relation to four key drivers of engagement, i.e.school ethos and vision, leadership strategy, quality of teaching and the social dimension of teaching. Discussions with members of the SLT focused on those factors that contribute to belonging in the school, and its effects on all stakeholders. Moreover, these discussions considered the school leader’s role in fostering such a sense of belonging. Data collected from these two sources was triangulated to determine whether the conclusions highlighted in the review of the existing literature have been verified. The results of the present research demonstrate that various factors contribute to the promotion of belonging in a school. Two factors however stand out. The first relates to school culture, particularly where school leaders and teachers enjoy a trustful relationship. The second has to do with the fostering of a community of practice, i.e. a community where teachers share their respective experiences and expertise to assist one another. An environment where participants feel rooted and safe also contributes to a sense of belonging. As a result this positively impact on the sense of agency of the individual.