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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Cobb, Malinda"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Bryan Griffin","Samuel Hardy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:26Z","subjects":["ETD","Educational policy","Engagement","Generational values","Social cognitive theory","Teacher political efficacy","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/784","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bryan Griffin","Samuel Hardy"]},{"key":"dc:creator","label":"Author","values":["Cobb, Malinda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Educational policy","Engagement","Generational values","Social cognitive theory","Teacher political efficacy","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Examining the Association between Teacher Political Efficacy and Educational Policy Engagement"]}]}],"canonical_facts":{"dc:contributor":["Bryan Griffin","Samuel Hardy"],"dc:creator":["Cobb, Malinda"],"dc:date.available":["2013-09-11T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/784"],"dc:subject":["ETD","Educational policy","Engagement","Generational values","Social cognitive theory","Teacher political efficacy","Educational Administration and Supervision"],"dc:title":["Examining the Association between Teacher Political Efficacy and Educational Policy Engagement"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:27:26Z"}