Fostering teachers trust in scientific evidence.

Autor/inn/en	Koch, Anna Rosa; Binnewies, Carmen; Dormann, Christian
Titel	Fostering teachers trust in scientific evidence.
Quelle	In: Journal of international scientific publications. Educational Alternatives, 2013 (2013) 11, S. 26-38 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1313-2571
Schlagwörter	Quantitative Analyse; Deutschland; Lehrer; Schule; Quantitative Analyse; Evidenz; Rektor; Wissenschaftstransfer; Schule; Lehrer; Wissenschaftstransfer; Rektor; Evidenz; Führungskompetenz; Deutschland
Abstract	Occupational decisions, as physicians' decisions concerning a treatment, can be based on scientific evidence or gut feeling. Relying on scientific evidence improves decisions and leads to success. Therefore, identifying predictors of evidence orientation is important. We focus on the school' context and predictors of teachers' trust in scientific evidence (e.g., when deciding about a curriculum' implementation). We hypothesized that principal's transformational leadership, characterized by empowerment and change-orientation predicts teachers' trust in scientific evidence. Also teachers' confidence to carry out proactive tasks, namely role breadth self-efficacy (RBSE) should be a predictor as well as moderator concerning trust in scientific evidence. We collected data from 1356 teachers in 122 German schools. Results from multi-level models showed that principal's high transformational leadership as well as teachers' high RBSE fostered trust in scientific evidence. RBSE was also a moderator, in that the effect of transformational leadership was stronger when RBSE was high. Occupational decisions, as physicians' decisions concerning a treatment, can be based on scientific evidence or gut feeling. Relying on scientific evidence improves decisions and leads to success. Therefore, identifying predictors of evidence orientation is important. We focus on the school' context and predictors of teachers' trust in scientific evidence (e.g., when deciding about a curriculum' implementation). We hypothesized that principal's transformational leadership, characterized by empowerment and change-orientation predicts teachers' trust in scientific evidence. Also teachers' confidence to carry out proactive tasks, namely role breadth self-efficacy (RBSE) should be a predictor as well as moderator concerning trust in scientific evidence. We collected data from 1356 teachers in 122 German schools. Results from multi-level models showed that principal's high transformational leadership as well as teachers' high RBSE fostered trust in scientific evidence. RBSE was also a moderator, in that the effect of transformational leadership was stronger when RBSE was high. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3