What It Takes to Be an Advocate: Teachers' Perceptions of Their Strengths and Challenges
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| Title: | What It Takes to Be an Advocate: Teachers' Perceptions of Their Strengths and Challenges |
|---|---|
| Language: | English |
| Authors: | Kate M. Raymond, Elizabeth A. Ethridge, Katie Fields |
| Source: | Action in Teacher Education. 2025 47(1):46-62. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Advocacy, Teacher Attitudes, Self Determination, Skills, Teaching Experience, Personality, Elementary School Teachers, Secondary School Teachers, Knowledge Level, Barriers |
| DOI: | 10.1080/01626620.2024.2383744 |
| ISSN: | 0162-6620 2158-6098 |
| Abstract: | Policies in education increasingly face ideological conflicts, with political operatives influencing radical legislative directions. While it may be more important than ever for teachers to make their voices heard, how teachers perceive themselves as advocates is unclear. This study, employing self-determination theory, analyzes teachers' perceptions of advocacy, strengths, and challenges through quantitative and qualitative survey responses. Existing literature identifies crucial skills, knowledge, and dispositions for effective advocacy. Yet, teachers encounter obstacles such as a lack of support, fear of reprisal, and limited knowledge about advocacy at broader levels. Overcoming these challenges is crucial for fostering teacher autonomy, relatedness, and competence. The study offers insights into dismantling these barriers to empower teachers as effective advocates. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470389 |
| Database: | ERIC |
| Abstract: | Policies in education increasingly face ideological conflicts, with political operatives influencing radical legislative directions. While it may be more important than ever for teachers to make their voices heard, how teachers perceive themselves as advocates is unclear. This study, employing self-determination theory, analyzes teachers' perceptions of advocacy, strengths, and challenges through quantitative and qualitative survey responses. Existing literature identifies crucial skills, knowledge, and dispositions for effective advocacy. Yet, teachers encounter obstacles such as a lack of support, fear of reprisal, and limited knowledge about advocacy at broader levels. Overcoming these challenges is crucial for fostering teacher autonomy, relatedness, and competence. The study offers insights into dismantling these barriers to empower teachers as effective advocates. |
|---|---|
| ISSN: | 0162-6620 2158-6098 |
| DOI: | 10.1080/01626620.2024.2383744 |
