Term of Award

Fall 2012

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Jason LaFrance

Committee Member 1

Bryan Griffin

Committee Member 2

Samuel Hardy

Abstract

As state control over education increases, it is important to examine the teacher’s role in the educational policy making process. Currently, there is little research on Georgia’s educational policy systems. This study analyzed relevant variables to determine predictors of teacher participation. A 30 question instrument designed to measure teacher political efficacy and engagement was developed and administered. Demographic variables were analyzed to determine possible factors influencing efficacy and engagement. Findings showed that female teachers are predicted to participate more frequently in educational policy activities than males. Taking coursework in policy, having higher levels of internal political efficacy and having higher levels of perceived political self-efficacy all predict greater levels of policy engagement. Teachers’ external political efficacy, generation, levels of trust at the school level, and levels of trust at the system level appear to be unrelated to teacher policy engagement activities as measured by this instrument. Educational leaders wishing to influence teacher political efficacy and engagement should support teacher involvement in professional organizations, offer coursework in policy, and provide a variety of policy engagement activities.

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