Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? Working Paper 33

Autor/in	Ladd, Helen F.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? Working Paper 33
Quelle	(2009), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Teacher Surveys; Teacher Attitudes; Statistical Analysis; School Demography; Student Diversity; Teacher Persistence; Institutional Characteristics; Faculty Mobility; Labor Turnover; Instructional Leadership; Teaching Conditions; Predictor Variables; Longitudinal Studies; Educational Policy; Models; Measures (Individuals); Student Characteristics; Teacher Characteristics; Elementary School Students; Elementary School Teachers; High School Students; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Lehrerverhalten; Statistische Analyse; Schulbesuchsrate; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrbedingungen; Unterrichtsbedingungen; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Analogiemodell; Messdaten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This quantitative study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy-relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students. Working conditions emerge as highly predictive of teachers' stated intentions to remain in or leave their schools, with leadership emerging as the most salient dimension. Teachers' perceptions of their working conditions are also predictive of one-year actual departure rates and student achievement, but the predictive power is far lower. These weaker findings for actual outcome measures help to highlight both the strengths and weaknesses of using teacher survey data for understanding outcomes of policy interest. (Contains 3 figures, 11 tables and 13 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10