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Do teachers wish to be agents of cha...

Menlo, Allen.

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Do teachers wish to be agents of change? = Will principals support them? /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Do teachers wish to be agents of change?/ edited by Allen Menlo, LeVerne Collet.
Reminder of title:	Will principals support them? /
other author:	Menlo, Allen.
Published:	Rotterdam :SensePublishers : : 2015.,
Description:	xviii, 300 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	High school teachers - Cross-cultural studies. - Attitudes -
Online resource:	http://dx.doi.org/10.1007/978-94-6209-959-3
ISBN:	9789462099593 (electronic bk.)

Do teachers wish to be agents of change? = Will principals support them? /
Do teachers wish to be agents of change?Will principals support them? /[electronic resource] :edited by Allen Menlo, LeVerne Collet. - Rotterdam :SensePublishers :2015. - xviii, 300 p. :ill., digital ;24 cm.

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.

ISBN: 9789462099593 (electronic bk.)

Standard No.: 10.1007/978-94-6209-959-3doiSubjects--Topical Terms:

2145729
High school teachers
--Attitudes--Cross-cultural studies.

LC Class. No.: LB1777 / .D58 2015

Dewey Class. No.: 373.11

Do teachers wish to be agents of change? = Will principals support them? /
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245 0 0 $a Do teachers wish to be agents of change? $h [electronic resource] : $b Will principals support them? / $c edited by Allen Menlo, LeVerne Collet.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a xviii, 300 p. : $b ill., digital ; $c 24 cm.
520 $a 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.
650 0 $a High school teachers $x Attitudes $v Cross-cultural studies. $3 2145729
650 0 $a High school principals $x Attitudes $v Cross-cultural studies. $3 2145730
650 0 $a Educational change $v Case studies. $3 1247211
650 1 4 $a Education. $3 516579
650 2 4 $a Education (general) $3 891061
700 1 $a Menlo, Allen. $3 2145727
700 1 $a Collet, LeVerne. $3 2145728
710 2 $a SpringerLink (Online service) $3 836513
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856 4 0 $u http://dx.doi.org/10.1007/978-94-6209-959-3
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