Teachers and their workplace: commitment, performance, and productivity
What makes a good, committed teacher, one who comes up with new teaching strategies, ideas and programmes that improve the way children learn? This volume considers this question and such issues as minimum performance standards for teachers, ways of encouraging teachers to do more and whether a radical increase in salary will improve their performance. Contributors examine the how and why of current school standards, with suggestions for future research and, importantly, potential solutions to current problems.
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academic American Educational Research approach assessment behavior beliefs career chapter classroom College concept context correlates criteria culture curriculum decision Educational Administration Educational Administration Quarterly educational production function effective schools employee evaluation example factors goals high school important indicators individual teachers influence inputs instruction interaction involvement issues job satisfaction Journal knowledge leadership locus of control Lortie mance measures ment norms organization organizational commitment organizational cultures organizational development outcomes participation Pedro Reyes perspective Press principals problems professional programs Provenzo psychological public schools reform relationships reported response Review rewards Reyes role school districts school effectiveness school improvement school performance school productivity school system scores self-efficacy skills social specific staff development Stringfield structures student achievement studies tasks teacher commitment teacher efficacy teacher performance teaching Teddlie theory tion University University of Wisconsin-Madison values variables Walberg workplace workplace democracy York