A Comparative Analysis of the Self-Leadership Behaviors of Thai and U.S. Elementary Teachers

Autor/inn/en	Kunagornpitak, Praporntip; Sanrattana, Wirot; Oaks, Merrill M.
Titel	A Comparative Analysis of the Self-Leadership Behaviors of Thai and U.S. Elementary Teachers
Quelle	In: International Education Studies, 12 (2019) 7, S.93-105 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teacher Behavior; Elementary School Teachers; Foreign Countries; Self Management; Teacher Characteristics; Public Schools; Self Reward; Cognitive Processes; Work Experience; School Location; Gender Differences; Age Differences; Instructional Program Divisions; Thailand; United States + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Selbstmanagement; Public school; Öffentliche Schule; Cognitive process; Kognitiver Prozess; Employment experience; Job experience; Occupational experience; Berufserfahrung; Schulgelände; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; USA
Abstract	The purpose of the study was to compare self-leadership behaviors of Thai and U.S. elementary teachers using the Revised Self-Leadership Questionnaire. Findings indicated that Thai and U.S. elementary teachers had self-leadership behaviors at a high level. Significant differences in self-leadership behaviors were found for Thai teachers regarding two demographic variables, and for U.S. teachers regarding four variables. The study identified strengths related to the cultures of each group of teachers that were seen as potential benefits to the other group. These strengths provided the basis for recommendations related to professional development and teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01