A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

Autor/in	Oberfield, Zachary W.
Titel	A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools
Quelle	In: American Educational Research Journal, 53 (2016) 2, S.296-323 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216634843
Schlagwörter	Professional Autonomy; Accountability; Public Schools; Charter Schools; National Surveys; Teacher Attitudes; Comparative Analysis; School Effectiveness; Likert Scales; Predictor Variables; Administrative Principles; Governance; Elementary Secondary Education; Teacher Surveys; Multivariate Analysis; Statistical Analysis; Least Squares Statistics; Regression (Statistics); Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Berufsfreiheit; Verantwortung; Public school; Öffentliche Schule; Charter school; Charter-Schule; Lehrerverhalten; Schuleffizienz; Likert-Skala; Prädiktor; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Multivariate Analyse; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is unclear what the franchising of the PCS sector--the growth of schools run by educational management organizations (EMOs)--means for teacher autonomy and accountability. Using nationally representative survey data, this article compares teachers' perceptions of autonomy and accountability in PCS and TPS and in EMO-run and non-EMO-run PCS. It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. However, there were no differences in perceptions of accountability across these different school types. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01