The Role of Teacher Characteristics in an Educational Standards Reform

Autor/inn/en	Zuber, Julia; Altrichter, Herbert
Titel	The Role of Teacher Characteristics in an Educational Standards Reform
Quelle	In: Educational Assessment, Evaluation and Accountability, 30 (2018) 2, S.183-205 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-018-9275-7
Schlagwörter	Role; Teacher Characteristics; Educational Change; Locus of Control; Standards; Educational Quality; Educational Improvement; Elementary School Teachers; Foreign Countries; Feedback (Response); Positive Attitudes; Teacher Participation; Teaching Methods; Competence; Teacher Attitudes; Austria + Suchen Sie Ihr Suchwort? Rollen; Bildungsreform; Standard; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Lehrerverhalten; Österreich
Abstract	The policy of performance standards aims for quality improvement in schools by stimulating teachers to plan and organize their teaching according to competence-based performance standards (competence-based teaching) and to use performance data feedback from national standard-based assessments for evidence-based teaching development. The research so far indicates that many teachers seem to make less use of performance standards and data feedback than expected and to use it in partly unintended ways. Cognitive adaption theory suggests that the reaction of individuals to change is strongly influenced by individual characteristics. In particular, self-efficacy, locus of control, and positive affectivity have been found to foster openness to change and therefore enable participation in change. Following this approach, the paper explores to what extent teachers' use of performance standards and data feedback can be linked to individual dispositions such as self-efficacy, perceived control, and positive affectivity. Using data from Austrian primary teachers, the results suggest that self-efficacy and positive affectivity foster openness to the educational standards reform which in turn increases the likelihood of teachers' participation in competence-oriented teaching and data use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01