The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy, ownership and shared purpose, in the curriculum development process (Farris-Berg, 2013). This program evaluation, grounded in organizational theory, self-determination theory, and social exchange theory; it is aimed at validating the importance of creating an organizational structure designed to shape a cultural environment that supports employee ownership and autonomy while creating a social exchange economy that supports employee motivation. The Instructional Leadership Team created and initiated the ILT Engagement Survey to K-5 grade level teachers in the summer of 2015. The survey results validated the ILT, finding it to be an organizational structure increasing teacher collaboration, autonomy, ownership and shared purpose. The ILT Engagement survey also exposed areas that needed improvement, including the need for equal participation among grade level team members, a clarified ILT purpose, and a need for greater leadership training for grade level teacher leaders in order to support stronger grade level teams.
","abstract_html":"<h1>ABSTRACT</h1> <p> The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy, ownership and shared purpose, in the curriculum development process (Farris-Berg, 2013). This program evaluation, grounded in organizational theory, self-determination theory, and social exchange theory; it is aimed at validating the importance of creating an organizational structure designed to shape a cultural environment that supports employee ownership and autonomy while creating a social exchange economy that supports employee motivation. The Instructional Leadership Team created and initiated the ILT Engagement Survey to K-5 grade level teachers in the summer of 2015. The survey results validated the ILT, finding it to be an organizational structure increasing teacher collaboration, autonomy, ownership and shared purpose. The ILT Engagement survey also exposed areas that needed improvement, including the need for equal participation among grade level team members, a clarified ILT purpose, and a need for greater leadership training for grade level teacher leaders in order to support stronger grade level teams.</p>","abstract_has_math":false,"creators":["Juracka, Stephen"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Kristen Lems","Jason Stegemoller","Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Education","Employee Engagement","Professional Learning Communities","Adult and Continuing Education and Teaching","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/326","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kristen Lems","Jason Stegemoller","Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Juracka, Stephen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-10-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Employee Engagement","Professional Learning Communities","Adult and Continuing Education and Teaching","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/326"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy, ownership and shared purpose, in the curriculum development process (Farris-Berg, 2013). This program evaluation, grounded in organizational theory, self-determination theory, and social exchange theory; it is aimed at validating the importance of creating an organizational structure designed to shape a cultural environment that supports employee ownership and autonomy while creating a social exchange economy that supports employee motivation. The Instructional Leadership Team created and initiated the ILT Engagement Survey to K-5 grade level teachers in the summer of 2015. The survey results validated the ILT, finding it to be an organizational structure increasing teacher collaboration, autonomy, ownership and shared purpose. The ILT Engagement survey also exposed areas that needed improvement, including the need for equal participation among grade level team members, a clarified ILT purpose, and a need for greater leadership training for grade level teacher leaders in order to support stronger grade level teams.
"]},{"key":"dc:title","label":"Title","values":["Employee Engagement Through the Instructional Leadership Team"]}]}],"canonical_facts":{"dc:contributor":["Kristen Lems","Jason Stegemoller","Harrington Gibson"],"dc:creator":["Juracka, Stephen"],"dc:date.available":["2018-10-16T07:00:00Z"],"dc:description.abstract":["The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy, ownership and shared purpose, in the curriculum development process (Farris-Berg, 2013). This program evaluation, grounded in organizational theory, self-determination theory, and social exchange theory; it is aimed at validating the importance of creating an organizational structure designed to shape a cultural environment that supports employee ownership and autonomy while creating a social exchange economy that supports employee motivation. The Instructional Leadership Team created and initiated the ILT Engagement Survey to K-5 grade level teachers in the summer of 2015. The survey results validated the ILT, finding it to be an organizational structure increasing teacher collaboration, autonomy, ownership and shared purpose. The ILT Engagement survey also exposed areas that needed improvement, including the need for equal participation among grade level team members, a clarified ILT purpose, and a need for greater leadership training for grade level teacher leaders in order to support stronger grade level teams.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/326"],"dc:subject":["Education","Employee Engagement","Professional Learning Communities","Adult and Continuing Education and Teaching","Educational Leadership"],"dc:title":["Employee Engagement Through the Instructional Leadership Team"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}