Literaturnachweis - Detailanzeige
| Autor/in | Wronowski, Meredith Lea |
|---|---|
| Titel | De-Professionalized and Demoralized: A Framework for Understanding Teacher Turnover in the Accountability Policy ERA |
| Quelle | In: Leadership and Policy in Schools, 20 (2021) 4, S.599-629 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wronowski, Meredith Lea) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2020.1734209 |
| Schlagwörter | Faculty Mobility; Accountability; Educational Policy; Elementary Secondary Education; National Surveys; Teacher Attitudes; Teacher Morale; Federal Legislation; Educational Legislation; Educational Assessment; Schools and Staffing Survey (NCES) |
| Abstract | This study uses a secondary analysis of the Schools and Staffing Surveys (SASS) and Teacher Follow-up Survey (TFS) from the National Center for Education Statistics to examine relationship between teachers' perception of de-professionalization and demoralization and turnover in the accountability policy era from the mid-1990 s through mid-2000 s. Hierarchical linear modeling was applied to compare changes in this relationship across time and between public and private school teachers. Results show that the relationship of teacher de-professionalization to turnover significantly decreased during the accountability policy period, while the relationship of demoralization to turnover significantly increased during the accountability policy time period. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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