Who Is Attending Training to Comply with the Expectations of the School Management? A Study among Romanian In-Service Teachers

Autor/inn/en	Alin Croitoru; Daniel Mara; Felicia Morândau
Titel	Who Is Attending Training to Comply with the Expectations of the School Management? A Study among Romanian In-Service Teachers
Quelle	In: European Journal of Teacher Education, 48 (2025) 4, S. 801-819Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Daniel Mara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2023.2265547
Schlagwörter	Forschungsbericht; Foreign Countries; Teachers; Teacher Motivation; Faculty Development; Expectation; Teacher Administrator Relationship; Online Surveys; Teacher Attitudes; Compliance (Psychology); Teacher Participation; Romania + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Expectancy; Erwartung; Lehrerverhalten; Rumänien
Abstract	The problem of teachers' motivations for participating in training is central in any education system because it shapes the system's capacity to adapt to the rapidly changing reality. The aim of this paper is to estimate the prevalence of this motivation among Romanian teachers and to identify certain predictors beyond such motivations for training enrolment. Our paper contributes to the understanding of Romanian in-service teachers' participation in training in relation to the desire to comply with the management's expectations. The method involves an online national survey conducted in 2021 with approximately 5,000 in-service teachers. Our study's results indicate that 38.6% assessed compliance with management expectations as a high motivation to participate in training. The profile of the Romanian 'conformist' teachers has several distinctive characteristics: higher interest in career advancement, higher satisfaction with the existent financial mechanisms for attending training, lower level of qualification and lower self-evaluated difficulties in blended teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/11