Do Teachers Wish to Be Agents of Change? : Will Principals Support Them? / edited by Allen Menlo, LeVerne Collet.

Format:

Book

Contributor:

Menlo, Allen., Editor.

Collet, LeVerne., Editor.

Language:

English

Subjects (All):

Education.

Local Subjects:

Education.

Physical Description:

1 online resource (309 p.)

Edition:

1st ed. 2015.

Place of Publication:

Rotterdam : SensePublishers : Imprint: SensePublishers, 2015.

Language Note:

English

Summary:

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. .

Contents:

Preliminary Material / Allen Menlo and LeVerne Collet

What This Study Is About / Allen Menlo Professor Emeritus

Design and Sampling of the Cross-Cultural Study / Leverne S. Collet Professor Emeritus

Results of the Cross-Cultural Study / Leverne S. Collet Professor Emeritus

Teacher Involvement in Australia / John Williamson and Christine Gardner

Teacher Involvement in Canada / Noel P. Hurley and Shane M. Hurley

Teacher Involvement in Policy Making in Chinese Schools / Xiaoruo Gai

The Hungarian Education System in Transition / Nóra Arató and Zsolt Lavicza

Teacher Involvement in Decision Making in the Israeli School System / Zehava Rosenblatt , Hilla Peretz and Lya Kremer-Hayon

Teacher Responsibility-Taking for School Change & Professional Development in Japan / Itaru Inoue

Teacher Participation in Policy Making in Dutch Schools / Theo Wubbels

Singapore Engagement in Educational Change / Lim Lee Hean

Teacher Involvement in South Africa / Johan Booyse and Cassie Swanepoel

Teacher Participation in Responsibility-Taking in the United States School System / Nora Arato , Tsila Evers and Zsolt Lavicza

Summary and Conclusions / Leverne S. Collet Professor Emeritus

Teacher Leadership / Allen Menlo Professor Emeritus

Appendix / Allen Menlo and LeVerne Collet.

Notes:

Description based upon print version of record.

Includes bibliographical references.

ISBN:

9789462099593

9462099596

OCLC:

908418132