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. |
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| 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] |
| Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 85971803 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ANTECEDENTS OF TEACHERS FOSTERING EFFORT WITHIN TWO DIFFERENT MANAGEMENT REGIMES: AN ASSESSMENT-BASED ACCOUNTABILITY REGIME AND REGIME WITHOUT EXTERNAL PRESSURE ON RESULTS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22CHRISTOPHERSEN%2C+KNUT-ANDREAS%22">CHRISTOPHERSEN, KNUT-ANDREAS</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22ELSTAD%2C+EYVIND%22">ELSTAD, EYVIND</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22TURMO%2C+ARE%22">TURMO, ARE</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+Policy+%26+Leadership%22">International Journal of Education Policy & Leadership</searchLink>. 2012, Vol. 7 Issue 6, p1-14. 14p. 3 Diagrams, 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=85971803 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.22230/ijepl.2012v7n6a358 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Educational accountability Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Teachers Type: general – SubjectFull: Educational change Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Cross-sectional method Type: general – SubjectFull: Structural equation modeling Type: general Titles: – TitleFull: ANTECEDENTS OF TEACHERS FOSTERING EFFORT WITHIN TWO DIFFERENT MANAGEMENT REGIMES: AN ASSESSMENT-BASED ACCOUNTABILITY REGIME AND REGIME WITHOUT EXTERNAL PRESSURE ON RESULTS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: CHRISTOPHERSEN, KNUT-ANDREAS – PersonEntity: Name: NameFull: ELSTAD, EYVIND – PersonEntity: Name: NameFull: TURMO, ARE IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 12 Text: 2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 15555062 Numbering: – Type: volume Value: 7 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Education Policy & Leadership Type: main |
| ResultId | 1 |
