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Do teachers wish to be agents of change? [electronic resource] : will principals support them?

Do teachers wish to be agents of change? [electronic resource] : will principals support them?

Material type
E-Book(소장)
Personal Author
Menlo, Allen. Collet, LeVerne.
Title Statement
Do teachers wish to be agents of change? [electronic resource] : will principals support them? / Allen Menlo, LeVerne Collet, editors.
Publication, Distribution, etc
Rotterdam :   SensePublishers :   Imprint: SensePublishers,   2015.  
Physical Medium
1 online resource (xviii, 300 p.).
ISBN
9789462099593
요약
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.
General Note
Title from e-Book title page.  
Bibliography, Etc. Note
Includes bibliographical references.
이용가능한 다른형태자료
Issued also as a book.  
Subject Added Entry-Topical Term
High school teachers --Attitudes --Cross-cultural studies. High school principals --Attitudes --Cross-cultural studies. Educational change --Cross-cultural studies.
Short cut
URL
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008 200728s2015 ne ob 000 0 eng d
020 ▼a 9789462099593
040 ▼a 211009 ▼c 211009 ▼d 211009
050 4 ▼a L1-991
082 0 4 ▼a 373.11 ▼2 23
084 ▼a 373.11 ▼2 DDCK
090 ▼a 373.11
245 0 0 ▼a Do teachers wish to be agents of change? ▼h [electronic resource] : ▼b will principals support them? / ▼c Allen Menlo, LeVerne Collet, editors.
260 ▼a Rotterdam : ▼b SensePublishers : ▼b Imprint: SensePublishers, ▼c 2015.
300 ▼a 1 online resource (xviii, 300 p.).
500 ▼a Title from e-Book title page.
504 ▼a Includes bibliographical references.
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.
530 ▼a Issued also as a book.
538 ▼a Mode of access: World Wide Web.
650 0 ▼a High school teachers ▼x Attitudes ▼v Cross-cultural studies.
650 0 ▼a High school principals ▼x Attitudes ▼v Cross-cultural studies.
650 0 ▼a Educational change ▼v Cross-cultural studies.
700 1 ▼a Menlo, Allen.
700 1 ▼a Collet, LeVerne.
856 4 0 ▼u https://oca.korea.ac.kr/link.n2s?url=http://link.springer.com/10.1007/978-94-6209-959-3
945 ▼a KLPA
991 ▼a E-Book(소장)

Holdings Information

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No. 1 Location Main Library/e-Book Collection/ Call Number CR 373.11 Accession No. E14030214 Availability Loan can not(reference room) Due Date Make a Reservation Service M

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