A Research Review of the Impact of Accountability Policies on Teachers' Workplace Relations

Autor/in	Mausethagen, Solvi
Titel	A Research Review of the Impact of Accountability Policies on Teachers' Workplace Relations
Quelle	In: Educational Research Review, 9 (2013), S.16-33 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-938X
DOI	10.1016/j.edurev.2012.12.001
Schlagwörter	Accountability; Caring; Educational Change; Collegiality; Work Environment; Educational Policy; Educational Testing; Teacher Student Relationship; Interprofessional Relationship; Policy Analysis; Educational Practices; Teaching Methods; Elementary Secondary Education; Educational Research; Literature Reviews; Research Reports + Suchen Sie Ihr Suchwort? Verantwortung; Care; Pflege; Sorge; Betreuung; Bildungsreform; Kollegialität; Arbeitsmilieu; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Politikfeldanalyse; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht
Abstract	This article reviews research on changes in teachers' workplace relations in a policy context that increasingly emphasizes accountability. The findings indicate that a greater focus on testing and student performance often leads to less attention to the caring and relational aspects of teachers' work. Prevailing and enduring ideas about teachers' work prompt many teachers to resist such developments. Given the findings on the advancement in student learning related to the quality of teachers' social relations, it seems paradoxical that accountability policies often weaken such relationships. In addition, research suggests that accountability policies influence teacher-student relationships, especially involving younger teachers, to assume other forms. Collegial relationships are also affected in various ways. Positive collegial relationships enhance teachers' motivation and efficacy, even in a constraining context. The organizational context of teachers' work is an important contextual factor in terms of how relationships are altered within schools experiencing increased external control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10