Antecedents of Teachers Fostering Effort within Two Different Management Regimes: An Assessment-Based Accountability Regime and Regime without External Pressure on Results

Autor/inn/en	Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are
Titel	Antecedents of Teachers Fostering Effort within Two Different Management Regimes: An Assessment-Based Accountability Regime and Regime without External Pressure on Results
Quelle	In: International Journal of Education Policy and Leadership, 7 (2012) 6, S.1-14 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Accountability; Management Systems; Structural Equation Models; Secondary School Teachers; School Administration; Academic Achievement; Correlation; Folk Schools; Foreign Countries; Questionnaires; Teacher Surveys; Predictor Variables; Educational Policy; Leadership; Norway + Suchen Sie Ihr Suchwort? Verantwortung; Schulleistung; Korrelation; Ausland; Fragebogen; Prädiktor; Politics of education; Bildungspolitik; Führung; Führungsposition; Norwegen
Abstract	This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability (N = 236) and (2) folk-high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366). The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10