Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

David Shellman

Abstract

This research study examines teacher expectations and perceptions and provides an understanding of the teacher’s role in student engagement. A wide array of factors—both within and beyond the classroom—can influence student engagement. To begin the process of improving student engagement, it is essential for educators to reflect on the elements that contribute to student engagement. Research questions addressed associations between the variables of teacher expectations, teacher perceptions, and student engagement measured by a Likert Item Teacher Survey; Teacher Expectations, Perceptions and Instructional Practices Questionnaire; and a Student Engagement Observation Tool. The results indicate there is a need for resources and strategies to engage and motivate students. Professional development that explores the concept of learning theories is recommended to provide the teachers with the knowledge and information needed to design instruction that engages students. It is necessary for teachers to adjust instructional practices and expectations so all students can learn. It is essential for teachers to create the right classroom culture for learning by establishing routines, getting to know their students, having high expectations for all their students, and challenging their students to take risks (Goss, Sonnemann, & Griffiths, 2017).

The researcher was able to conclude that the ability to engage and motivate students comprises more than knowledge of the subject matter; teachers should possess affective characteristics that improve their ability to design instruction that engages students.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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