Do Teachers Wish to Be Agents of Change?: Will Principals Support Them?
This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, S...
Đã lưu trong:
| Những tác giả chính: | , |
|---|---|
| Định dạng: | Sách |
| Ngôn ngữ: | English |
| Được phát hành: |
Springer
2016
|
| Những chủ đề: | |
| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60170 |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
|---|
| id |
oai:scholar.dlu.edu.vn:DLU123456789-60170 |
|---|---|
| record_format |
dspace |
| spelling |
oai:scholar.dlu.edu.vn:DLU123456789-601702023-11-11T07:15:46Z Do Teachers Wish to Be Agents of Change?: Will Principals Support Them? Menlo, Allen Collet, LeVerne Educational change -- Cross-cultural studies High school principals -- Attitudes -- Cross-cultural studies High school teachers -- Attitudes -- Cross-cultural studies This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other’s aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work. 2016-04-28T07:52:47Z 2016-04-28T07:52:47Z 2015 Book 978-94-6209-959-3 https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60170 en application/pdf Springer |
| institution |
Thư viện Trường Đại học Đà Lạt |
| collection |
Thư viện số |
| language |
English |
| topic |
Educational change -- Cross-cultural studies High school principals -- Attitudes -- Cross-cultural studies High school teachers -- Attitudes -- Cross-cultural studies |
| spellingShingle |
Educational change -- Cross-cultural studies High school principals -- Attitudes -- Cross-cultural studies High school teachers -- Attitudes -- Cross-cultural studies Menlo, Allen Collet, LeVerne Do Teachers Wish to Be Agents of Change?: Will Principals Support Them? |
| description |
This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers.
The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation.
Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other’s aspirations and expectations.
The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work. |
| format |
Book |
| author |
Menlo, Allen Collet, LeVerne |
| author_facet |
Menlo, Allen Collet, LeVerne |
| author_sort |
Menlo, Allen |
| title |
Do Teachers Wish to Be Agents of Change?:
Will Principals Support Them? |
| title_short |
Do Teachers Wish to Be Agents of Change?:
Will Principals Support Them? |
| title_full |
Do Teachers Wish to Be Agents of Change?:
Will Principals Support Them? |
| title_fullStr |
Do Teachers Wish to Be Agents of Change?:
Will Principals Support Them? |
| title_full_unstemmed |
Do Teachers Wish to Be Agents of Change?:
Will Principals Support Them? |
| title_sort |
do teachers wish to be agents of change?:
will principals support them? |
| publisher |
Springer |
| publishDate |
2016 |
| url |
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60170 |
| _version_ |
1819785353573171200 |