working with them to achieve goals. a team be up there delegating you do “Be player. Don’t – this and you do this. You are actually part of the team. You are actually involved.” In addition to being involved, teachers were also motivated by leaders who were “real” and understood the reality of the classroom. As a first year teacher stated, Be authentic, “ because apparent when as he was describing the insecurities that can come when it’s you’re not,” teachers are left guessing where they stand. A well-established teacher echoed those sentiments in encouraging administrators to, real. You need to talk the talk and walk it. just talk “Be Don’t She went on to explain how leaders should do this, involved. Be with the kids. Be part of it.” “Be the staff. Know the Just be She also felt that sincerity behind certain actions kids’ names. real.” and statements was crucial; not just doing things your The idea of being open “because it’s job.” and honest also came out as another teacher described authenticity as, not pretending, that, you “ know, going to say that doing a good job, but behind closed I’m they’re doors saying, ‘We’ve got to do something with Teachers are engaged when they feel supported and know they her!’” are not just being paid lip service to do their jobs. Leadership who gets involved engaged themselves at the grassroots level was motivating to several teachers. A positive, enthusiastic attitude was often mentioned along with the authentic comments, inspiring teachers to be engaged. This comment seemed to tie things together, claiming that strong administration is the foundation of a strong school and that leaders to be fully “have onboard and they have to be engaged; it makes the rest of us do the same. When they are positive, when they are onboard and they are engaged, the staff is going to feel that energy and they are going to buy into Put very simply by another, got to do what we it.” “ They’ve do.” Much like some of the research cited earlier, leaders who are engaged themselves seem to be very engaging to teachers.
working with them to achieve goals. “Be a team player. Don’t be up there delegating – you do this and you do this. You are actually part of the team. You are actually involved.” In addition to being involved, teachers were also motivated by leaders who were “real” and understood the reality of the classroom. As a first year teacher stated, “ Be authentic, because it’s apparent when you’re not,” as he was describing the insecurities that can come when teachers are left guessing where they stand. A well-established teacher echoed those sentiments in encouraging administrators to, “Be real. You need to talk the talk and walk it. Don’t just talk it.” She went on to explain how leaders should do this, “Be involved. Be with the kids. Be part of the staff. Know the kids’ names. Just be real.” She also felt that sincerity behind certain actions and statements was crucial; not just doing things “because it’s your job.” The idea of being open and honest also came out as another teacher described authenticity as, “ not pretending, that, you know, I’m going to say that they’re doing a good job, but behind closed doors saying, ‘We’ve got to do something with her!’” Teachers are engaged when they feel supported and know they are not just being paid lip service to do their jobs. Leadership who gets involved engaged themselves at the grassroots level was motivating to several teachers. A positive, enthusiastic attitude was often mentioned along with the authentic comments, inspiring teachers to be engaged. This comment seemed to tie things together, claiming that strong administration is the foundation of a strong school and that leaders “have to be fully onboard and they have to be engaged; it makes the rest of us do the same. When they are positive, when they are onboard and they are engaged, the staff is going to feel that energy and they are going to buy into it.” Put very simply by another, “ They’ve got to do what we do.” Much like some of the research cited earlier, leaders who are engaged themselves seem to be very engaging to teachers.