Bureaucratic Control or Professional Autonomy?: Performance management in New Zealand schools

Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools.     

Contrasting Research Perspectives: What the evidence yields

This paper reviews pre-service elementary teachers' beliefs about mathematics and mathematics teaching and, learning from an earlier study of the mathematics methods course of a teacher education program, then overviews the data triangulation, and discusses the inconsistencies and contradictions in the data. Thus, the study offers further insight into the complexities of pre-service teachers' unwavering conceptions and their acquisition of innovative pedagogy. Questions emerged about the inconsistencies between what was said and what was done. For example, why were the pre-service teachers' responses in surveys and interviews inconsistent with their instructional behavior? Explanations to this and other questions are offered to shed some light on two of the most unsettling features of teacher education: changing pre-service teachers' beliefs and their learning of mathematics pedagogy.     

Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers

Abstract

Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief.     

Two basic mechanisms for organisational learning in schools

SUMMARY In recent literature on teachers' professional communities and organisational learning in schools the focus is on conditions fostering teacher professional developments. Less attention has been paid to clarifying these concepts and to analysing the processes and the full range of outcomes of organisational learning in schools. The question in this article is whether and how teachers' professional communities can play a role in organisational learning and professional development. Firstly, recent research literature on teachers' workplace conditions, teachers' professional communities, and organisational learning in schools is discussed. Next, two basic mechanisms for organisational learning in schools are presented. Some conclusions are that the opportunities for steering intentional organisational learning in the school context are only weak, and that a balance should be created in the school between diverging conditions for organisational learning     

Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher–student relationships

The quality of teacher–student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher–student relationships. Frequency analyses of these cognitions showed that especially student schema differed in teachers' talk of positive and problematic relationships. When combining cognitions of the self- and student schema, a HOMALS analysis revealed two types of positive and two types of problematic relationships. Differences between novices and experienced teachers were apparent for positive relationships. These findings raise questions about teachers' attributions for the quality of teacher–student relationships.     

Teachers talking: the role of collaboration in secondary schools in Bangladesh

Teacher collaboration and support given from one teacher to another, focused on improving teaching and learning in the classroom, are notable by their absence in secondary schools in Bangladesh. This article identifies a number of constraints to developing a collaborative culture including the difficulty of the curriculum, the perceived low ability of many students, the teachers' own educational background and contextual factors which influence teachers' motivation. It suggests that informal collaboration for mutual support has the potential to increase teacher motivation but that this will only be achieved through building more collaborative ways of working through formal programmes grounded in classroom observation. It questions the validity for Bangladesh teachers of the model of teacher development programmes focused on teacher collaboration which emphasise teaching the ‘perfect’ lesson and suggests that without attention to student learning such programmes are unlikely to lead to increased collaboration or improved teacher practice in schools.     

Informatique Pour Tous: a case study of information technology in teacher education in France

ABSTRACT

The national program Informatique Pour Tous was announced in France in 1985. This paper describes a resulting training program conducted in French secondary schools, the assessment of this program, and conclusions that can be drawn from it in terms of contents for pre‐service and in‐service teacher training in the educational use of computers. In this article, after a short background on the French policy of computer equipment in schools, the objectives of the training program are presented. Then the activities of the teachers who were trained in this program are analyzed, on the one hand through information gathered during their annual meetings and on another hand through interviews with the heads of some of the teachers' schools. Requirements for training contents and practices in teacher education are developed.     

The Challenge to be the Best: Reckless curiosity and mischievous motivation

In recent years, 'being the best' as a teacher has become less of a moral imperative based on a sense of integrity and trust, and more of a dictat from governments intent on imposing their performativity agendas on teachers in the name of raising standards. One consequence of the rise of the so-called school reform agenda is that there has been a demise of teacher renewal. Each of the papers in the present issue has addressed this paradox in one way or another. The present paper suggests that the models of teacher development adopted by policy-makers do not adequately address teachers' learning needs over a career or contribute to enhancing motivation and commitment essential to raising standards in the classroom. It concludes by suggesting that universities themselves have a moral commitment to develop further new kinds of sustained knowledge, creating roles with schools and teachers through which teachers' active professionalism will be enriched.     

Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach

Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country.     

Teachers' emotional intelligence as a predictor of their attitude,concerns and sentiments about inclusive education: teacher professional-related factors as control variables

Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.     

The Civic Lessons and Immigrant Youth (CLAIY): Implications for Teacher Education

ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.     

School support and teacher motivation to implement project-based learning

The present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations.     

Promoting school libraries and schools library services: problems and partnerships

Literuture Matters was a two‐year, national programme in England designed to promote partnerships between schools library services and initial teacher training institutions. Its aim was to raise awareness of the role of the schools library service in promoting children's books and reading for pleasure. There were positive effects, in the short term, on student teachers, teacher educators and library staff. Potentially sustainable partnerships were developed, but structures and funding are needed to ensure a long term impact over new teachers' careers.     

Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics

In the present study, we consider teachers' self-efficacy as indicator for teacher motivation on the teacher level and at the school-level. We examine the interplay of teachers' individual self-efficacy (subscales classroom management and instruction) with school-level efficacy and more-external school characteristics (collaboration, instructional leadership, and participation) when predicting teachers' self-reported cognitive activation and classroom management. Austrian TALIS 2018 data from 4255 teachers at 246 schools were analyzed. Multilevel analyses revealed relationships between teachers' self-efficacy and self-reported cognitive activation and classroom management both, at the teacher and school levels. For self-reported cognitive activation, no significant context effect or cross-level interaction was found. Classroom management differed depending on whether a teacher was situated in a low- or a high-efficacy school (context effect). Also, teacher collaboration moderated the association of teachers’ self-efficacy and their self-reported classroom management (cross-level interaction). The findings indicate the importance of addressing the school context when investigating teacher self-efficacy.     

Who Is at Risk and Why? Teachers' Reasons for Concern and Their Understanding and Assessment of Early Literacy

This study focuses on an issue of recent policy significance—the need to aid teachers in successfully identifying why children struggle to acquire literacy. This study (a) asked K–1 teachers to nominate students that they believed to be at risk for literacy difficulties and to provide reasons for their concern, (b) examined how these reasons relate to teachers' broader conceptions of literacy, and (c) investigated whether teachers' initial reasons and checklist-guided ratings align with concurrently administered standardized assessments. Results revealed that teachers have a wide array of initial concerns for students. There was some discordance between teachers's specific reasons for concern and their broader conceptions of early literacy. Comparison of student performance on standardized measures with teacher rationale also revealed discordance. Specific guidelines to teachers on use of a literacy checklist increased concordance between subsequent teacher ratings and standardized measures in some reading-related skills but not others. Implications for the use of multiple sources of evidence for student performance, as well as professional development, are discussed.     

Person and Context in Becoming a New Teacher

The influence of, and the interplay between biographical and contextual factors in new teachers' professional learning and development during their first years of teaching are examined. Data were gathered through semi-structured interviews and a questionnaire. Findings suggest the powerful influence of prior experiences as students, the low impact of Initial Teacher Education on new teachers' socialisation and the strong effect of workplace conditions in shaping beginning teachers' practices and attitudes towards teaching. It is argued that more importance needs to be given to the structural and organisational factors of the workplace if a 'learning culture' is to be fostered in schools. Implications for Teacher Education and Induction are discussed.     

Towards a learning society in finland: information and communications technology in teacher education

Abstract

This article describes the recent development of Finland as a learning and information society. Education, training and research have been seen as core factors to accelerate development towards a society where all citizens have a high level of competence in using information and communications technology (ICT) in their lives. A short review is given of the present situation in schools and teacher education and of how governmental strategies have guided the development and use of ICT for a learning society in Finland. The strategies of teacher education departments in universities are then analysed with the main focus on how teachers learn to use ICT as a tool which opens up high-quality learning opportunities for pupils and challenges teachers' growth as professionals. Cases have been selected to describe good examples of teachers' pre-service and in-service education. These draw a picture of how ICT is applied in different fields of teacher education. At the end of the article some trends from the late 1990s to early 2002 will be summarised. These trends are: using ICT more as a mindtool, moving towards more collaboration, interactivity and active learning, more integration of ICT in curricula and a better technical and pedagogical infrastructure.     

Mentoring and Beginning Teachers' Workplace Learning

Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a 'foundation stone' of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning teachers' professional learning observed closely in six case study schools in different settings across the state. One-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) indicated the relevance of internship to initial teacher education programs and established the importance of mentoring support in beginning teachers' professional learning in the induction year. The case studies also identified key practices, conditions and professional interactions that sustained transmission, transactional and transformational approaches to teacher learning. The complementary qualitative and quantitative methodology provided strong evidence of the importance of the mentoring strategy.