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AutorenKoch, Anna Rosa; Binnewies, Carmen; Dormann, Christian
TitelFostering teachers trust in scientific evidence.
QuelleIn: Journal of international scientific publication, 2013 (2013) 11, S. 26-38
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BeigabenLiteraturangaben, Abbildungen, Tabellen
Spracheenglisch
Dokumenttyponline; Zeitschriftenaufsatz
ISSN1313-2571
SchlagwörterSchule; Lehrer; Evidenz; Rektor; Führungskompetenz; Quantitative Analyse; Deutschland; Wissenschaftstransfer;
AbstractOccupational 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 vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2018-06
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