Teachers' Perceptions of Their Schools' Democratic Character

Autor/inn/en	Larsen, Eivind; Mathé, Nora Elise Hesby
Titel	Teachers' Perceptions of Their Schools' Democratic Character
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 2, S.327-343 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larsen, Eivind)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.2021437
Schlagwörter	Teacher Attitudes; Democracy; Foreign Countries; Trust (Psychology); Secondary School Teachers; Democratic Values; Educational Environment; Teacher Collaboration; Teacher Administrator Relationship; Citizenship Education; Predictor Variables; Norway + Suchen Sie Ihr Suchwort? Lehrerverhalten; Demokratie; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerkooperation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Prädiktor; Norwegen
Abstract	This study investigates teachers' perceptions of school democracy within a low-stakes accountability context. While previous studies have focused on teachers' perceptions of school climate and citizenship norms, we know less about factors associated with their perceptions of democracy in their schools. Through a multiple regression analysis of survey data, we investigated possible predictors of teachers' perceptions regarding their schools' democratic character within Norway's low-stakes accountability system. In this study, theories on professionalism and educational and democratic leadership serve as an overarching framework. Results suggest a positive relationship between teachers' experience of trust, support, and an inclusive relationship with their principal/leadership team and perceptions of democratic features in their school. Moreover, the higher the importance teachers place on teaching skills and values related to democracy, the more democratic they perceive their schools to be. Finally, findings indicate that education for democracy is embedded in collaboration structures at the school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01