Teachers’ perceptions of educational reform
The schools’ readiness, supporting mechanisms and contributions of the reform
Dados Bibliográficos
| ID | 21591448 |
|---|---|
| Autores | Orit Avidov‐Ungar (0000-0002-0928-9280, Achva Academic College), Rinat Arviv Elyashiv (0000-0002-7434-2295, Kibbutzim College of Education, Technology and the Arts), Rinat Arviv-Elyashiv |
| Ano | 2021 |
| Volume | 35 |
| Fascículo | 1 |
| Páginas | 173-187 |
| Data de publicação | 2021-01-04 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Educational Management (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-354X • E-ISSN: 1758-6518 |
| Editora | Emerald (PUBLISHER) |
| DOI | 10.1108/ijem-12-2018-0386 |
| OpenAlex | W3091382712 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 23 |
Purpose The purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school's readiness? Design/methodology/approach The research methodology is quantitative. Teachers ( N = 288) completed a written questionnaire. One-way ANOVA was used to investigate teachers' perceptions of the reform and its contributions to school effectiveness and to teachers' working conditions according to reform stage, while controlling for managerial position, teaching experience and school level. Multivariate modeling was used to examine the relationships between the variables. Findings Teachers' overall attitudes toward the changes associated with the education reform lay between moderately negative and neutral. Reform was perceived to have made a greater contribution to school effectiveness than to teacher working conditions. School readiness for reform and the presence of school mechanisms supporting reform explained much (41%) of the variance in teachers' attitudes. Teachers holding leadership roles and those whose schools were in the Institutionalization stage exhibited more positive attitudes toward the reform and perceived it as having improved their working conditions to a greater extent than those without leadership roles or whose schools were in the Initiation or Implementation stages, respectively. Originality/value Teachers' attitudes toward reform have not previously been examined in the context of reform stage
Education reform · Institutionalisation · Mathematics education · Multivariate analysis of variance · Originality · Pedagogy · Perception · Political science · Politics · Primary education · Reform movement · Education and Technology Integration · Educational Assessment and Improvement · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 0,75 |
| Intervalo de citações | 2022 - 2026 (5) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |