Are teachers losing control of the classroom? Global changes in school governance and teacher responsibilities, 2000–2015

School Governance and Student Achievement: Cross-National Evidence From the 2015 PISA

“…This result is particularly concerning for the United States, where we find a greater level of government responsibility in the area of curriculum and instruction compared to other OECD countries. In previous work that used PISA data to examine changes in responsibilities from 2000 to 2015, we found that the United States had the fourth highest increase of government responsibility overall and the second highest increase (behind Greece) of government responsibility in the area of curriculum and instruction (Jeong & Luschei, 2018). This trend toward government control over classroom-level decisions in the United States-combined with the negative or nonsignificant relationship we find in the current analysis between government responsibility in curriculum and instruction and student achievement-illustrates the potentially harmful influence of increasing government control over classroom-level decisions that occurred during NCLB.…”

“…In a study of 33 countries that participated in PISA in both 2000 and 2015, Jeong and Luschei (2018) found that during this 15-year period, most countries centralized overall and in the separate domains of budgeting, staffing, and curriculum and instruction. The strongest evidence of centralization occurred in the area of curriculum and instruction, with 27 of 33 countries moving toward curricular centralization from 2000 to 2015.…”

“…Examination of the role of school boards is particularly important in the context of decentralization and SBM-related reforms, which have occurred across the globe in the 1990s and early 2000s (Jeong & Luschei, 2018). As decision-making authority devolves to local schools, it is unclear what the role of school boards can or should be.…”

“…Furthermore, several published studies have used self-reported perception measures as proxies for school responsibility or autonomy. See for example, Hanushek et al (2013) and Jeong and Luschei (2018). 6.…”

An analysis of the teaching performance of teachers of elementary schools in Kupang

“…If this factor is ne- glected, teachers will show deficiency behavior, that is, making the least effort and showing apathy to various demands addressed to them even though they have met the academic qualification requirement. The study by Jeong and Luschei (2018) reported that although the teachers' level of education increased, their responsibility decreased. Academic qualification is expected to be the determining factor that determines better teacher performance.…”