ANTECEDENTS OF TEACHERS FOSTERING EFFORT WITHIN TWO DIFFERENT MANAGEMENT REGIMES: AN ASSESSMENT-BASED ACCOUNTABILITY REGIME AND REGIME WITHOUT EXTERNAL PRESSURE ON RESULTS.

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Title:	ANTECEDENTS OF TEACHERS FOSTERING EFFORT WITHIN TWO DIFFERENT MANAGEMENT REGIMES: AN ASSESSMENT-BASED ACCOUNTABILITY REGIME AND REGIME WITHOUT EXTERNAL PRESSURE ON RESULTS.
Authors:	CHRISTOPHERSEN, KNUT-ANDREAS¹, ELSTAD, EYVIND¹, TURMO, ARE¹
Source:	International Journal of Education Policy & Leadership. 2012, Vol. 7 Issue 6, p1-14. 14p. 3 Diagrams, 4 Charts.
Subject Terms:	Educational accountability, Educational leadership, Teachers, Educational change, *Comparative studies, Cross-sectional method, Structural equation modeling
Abstract:	This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability (N = 236) and (2) folk-high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366). The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability (N = 236) and (2) folk-high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366). The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	15555062
DOI:	10.22230/ijepl.2012v7n6a358