Do teachers wish to be agents of change? [electronic resource] : Will principals support them? / edited by Allen Menlo and LeVerne Collet.
Menlo, Allen, editor.; Collet, LeVerne S., editor.
2015
LB1777 .D58 2015
Available Online

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Title
Do teachers wish to be agents of change? [electronic resource] : Will principals support them? / edited by Allen Menlo and LeVerne Collet.
ISBN
9789462099593 electronic book
9462099596 electronic book
946209957X paperback
9789462099579 paperback
9789462099586
9462099588
DOI
https://doi.org/10.1007/978-94-6209-959-3
Published
Rotterdam ; Boston : Sense Publishers, [2015]
Language
English
Description
1 online resource (xviii, 299 pages) : illustrations.
Item Number
10.1007/978-94-6209-959-3 doi
Call Number
LB1777 .D58 2015
Dewey Decimal Classification
373.11
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.
Bibliography, etc. Note
Includes bibliographical references.
Access Note
Access limited to authorized users.
Source of Description
Description based on print version record.
Added Author
Menlo, Allen, editor.
Collet, LeVerne S., editor.
Available in Other Form
Print version: 9462099588
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All Resources
What this study is about: the practical and social-psychological conceptualization of the study / Allen Menlo
Design and sampling of the cross-cultural study: principal and teacher attitudes towards teacher involvement in change / LeVerne S. Collet
Results of the cross-cultural study: comparing principal and teacher attitudes towards teacher involvement across ten countries / LeVerne S. Collet
Teacher involvement in Australia: "Teachers have much to offer" / John Williamson and Christine Gardner
Teacher involvement in Canada: sharing responsibility for change leadership in Canadian schooling / Noel P. Hurley and Shane M. Hurley
Teacher involvement in policy making in Chinese schools / Xiaoruo Gai
The Hungarian education system in transition: shifting towards decentralization / 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: ongoing change in South African education / 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: implications for school practice and research / LeVerne S. Collet
Teacher leadership: the significant role of teachers in school change / Allen Menlo.

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