Enhancing Teacher Performance: The Role of Professional Autonomy |
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Authors: | Emery J Hyslop-Margison and Alan M Sears |
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Institution: | (1) Professor Emeritus, Seoul National University, Seoul, South Korea;(2) College of Education, Florida State University, Tallahassee, FL, USA;(3) Ethics Education Department, Seoul National University, Seoul, South Korea |
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Abstract: | Current teacher accountability initiatives such as those included in the “No Child Left Behind” legislation in the United
States create particular difficulties that impact deleteriously on the performance of professional educators. The quality
of public education is undermined when teachers are held accountable to an external authority rather than to themselves, their
colleagues, and their professional associations. In this article, and in response to this concern, we argue that for teachers
to strengthen their classroom performance, policy renewal is required on two separate fronts: first, we must restructure teachers’
working conditions to support autonomous professional activity related to education; and second, teachers, both individually
and collectively, must accept the concomitant responsibility to pursue personal professional development to improve their
pedagogical work. |
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