Three-Level Hierarchical Linear Modeling Analyses of the Relationship between Political Culture and Teacher Autonomy

Autor/inn/en	Li, Da; Allen, Ann
Titel	Three-Level Hierarchical Linear Modeling Analyses of the Relationship between Political Culture and Teacher Autonomy
Quelle	In: Education and Urban Society, 53 (2021) 3, S.251-278 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Da)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520928611
Schlagwörter	Educational Policy; Professional Autonomy; Politics of Education; Political Influences; Teacher Characteristics; Institutional Characteristics; Elementary Secondary Education; National Surveys; Moral Values; Cultural Influences; Correlation; Individualism; Educational Environment; Job Satisfaction; Teacher Attitudes; Teacher Persistence; Policy Formation; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Berufsfreiheit; Educational policy; Political influence; Politischer Einfluss; Moral value; Ethischer Wert; Cultural influence; Kultureinfluss; Korrelation; Individualismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Politische Betätigung
Abstract	Research suggests that the limits of teacher autonomy are defined by educational policies. Educational policies, however, are driven by political culture. This study examines the relationship between teacher autonomy and political culture and how this relationship varies with teacher and school characteristics. Using the "2011-2012 Schools and Staffing Survey," the three-level hierarchical linear modeling (HLM) analysis demonstrates that political culture was significantly associated with teacher autonomy. According to Elazar's three-part cultural typology, the moralistic culture is associated with a higher level of teacher autonomy, the traditionalistic culture is associated with lower levels of teacher autonomy, and the individualistic culture is in-between. Also, the more traditionalistic the culture, the stronger the association between positive school climate and teacher autonomy. As teacher autonomy relates positively to teacher job satisfaction and retention, this study suggests that policy makers consider a moralistic approach in creating educational policies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01