Earning teachers’ commitment to curriculum reform

Leithwood, Kenneth; Menzies, Teresa V.; Jantzi, Doris

doi:10.1080/01619569409538785

Cited by 31 publications

(23 citation statements)

References 32 publications

(55 reference statements)

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“…33-39); flexible boundaries for what people do to nourish creativity, information seeking and respecting decision-making time (Leithwood et al, 1994), pp. 38-61); (consistent with Burns, 1978): satisfy higher needs, and engage the full person, mutual stimulation and elevation, convert followers into leaders.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers

Beatty

2000

Journal of In-Service Education

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Addressing the themes of transformation and professional growth as self-directed phenomena, and supported by a multi-disciplinary collaboration of secondary school teachers, this study was designed to investigate professional growth as an individually reflective and authentically collaborative phenomenon. Of interest to this researcher was some of the ways in which self-directed professional learning, personal and shared reflection, and authentic collaboration -in a supportive study group environment -could create changes in teachers' perceptions of themselves and their work, and catalyse professional growth. It was of interest whether these changes would be reflected in a cluster of effects on perception associated with the focus group intervention.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers

Beatty

2000

Journal of In-Service Education

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“…For example, new teachers may be more open to learning new techniques for teaching (Sikes, 1992), whereas veteran teachers are more likely to resist new types of professional development (Leithwood, Menzies, & Jantzi, 1994). Similarly, teachers with more subject-area knowledge may be more likely to benefit from specific types of professional development than their colleagues with less subject-area expertise (Desimone, Smith, & Ueno, 2006).…”

Section: Contextual Factorsmentioning

confidence: 98%

Professional Development in the Accountability Context: Building Capacity to Achieve Standards

Hochberg

Desimone

2010

Educational Psychologist

111

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“…Thus, early studies examined teacher commitment either by reporting teacher attrition and the reasons for leaving teaching, or by asking teachers whether they would choose teaching as a profession if they had the decision to make over again. However, as a psychological state, commitment refers to the things that a person identified with or desired to be involved in (Leithwood, Menzies, & Jantzi, 1994). Thus, since the late 1990s, the focus of teacher commitment research has shifted to teachers' perceptions of their interests in teaching.…”

Section: Introductionmentioning

confidence: 97%

The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement

Han

Yin

Wang

2015

Educational Psychology

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This study explored the effect of tertiary teachers' goal orientations for teaching on their commitment, with a particular focus on the mediating role of teacher engagement. The results of a survey of 597 Chinese tertiary teachers indicated that teacher commitment was positively predicted by ability approach, mastery and relational goals, but was negatively predicted by work avoidance goals. Ability avoidance goals positively predicted teacher commitment to institution and to students, but negatively predicted teacher commitment to profession. Moreover, teacher engagement mediated the effect of ability approach, mastery and work avoidance goals on teacher commitment. The mediation effect of teacher engagement between teachers' ability avoidance and relational goals and teacher commitment was not significant. The results of this study have implications for understanding the nature of teachers' psychological state and attitudes towards teaching and for the enhancement of teacher commitment.

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Earning teachers’ commitment to curriculum reform

Cited by 31 publications

References 32 publications

Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers

Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers

Professional Development in the Accountability Context: Building Capacity to Achieve Standards

The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement

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