Teachers’ responsibility and expectations: Dependent on the school organisation?

Abstract

This article presents findings from a qualitative case study focusing on teachers’ communication concerning expectations and responsibilities in different schools. The study indicates the following: (1) the connection between structural expectations and responsibility is important, (2) different expectation structures provide different opportunities for collective responsibility, and (3) expectations from others and towards others in a learning community can limit or expand opportunities to learn from each other. These findings enable a discussion on how teachers’ responsibility depends on schools’ expectations and also raise questions about teachers’ expectations towards themselves and the quality of the schools’ expectations towards the teachers.

Teachers’ Core Behavioral Competencies and School Performance: Basis for School Development Plan

“…It is a key factor in creating a positive and successful learning environment for both educators and students. This contradicts the study of Saebø et al (2018), where teachers' responsibility depends on schools' expectations and also raises questions about teachers' expectations towards themselves and the quality of the schools' expectations towards the teachers. Thus, the study of Kostogriz (2019) reveals the situated nature of teachers' work from which it is clear that a sense of 'relational practice' emerges grounded in ethics or responsibility.…”

The Roles of Teacher Expectations and School Composition on Teacher–Child Relationship Quality

“…Teachers have their own personal beliefs and ideologies that they bring to the classrooms, but their beliefs and ideologies are also shaped by the school culture and belief systems. In schools where there was an emphasis on academic and relationship building, teachers were more likely to perceive that developing the teacher–student relationship as a personal responsibility (Sæbø & Midtsundstad, 2018). In addition, overall school climate and teachers’ beliefs of collective responsibility were associated with school-level teacher expectations, which could directly impact student math achievement (Park et al, 2018).…”

New lenses to understand beginning teacher workforce concerns: Developing and justifying scale items for measuring beginning teachers’ and school leaders’ perceptions

“…A less positive discourse regarding the teaching profession are common among teachers who withdraw from teacher training courses, choose not to enter teaching even after completing their course, or leave teaching in the first few years (Kyriacou, Kunc, Stephens, & Hultgren, 2003;Wilhelm, Dewhurst-Savellis, & Parker, 2000). Concerns among school leaders and policymakers about beginning teachers' lack of preparedness for the job are often attributed to (1) the quality of beginning teachers' formal training and professional experience before entering teaching (Bahr & Mellor, 2016), ( 2) their expectations regarding teaching as a career (Watt & Richardson, 2008), and 3) their dependence on additional support to fulfil those expectations (Sӕbø & Midtsundstad, 2018).…”