Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development

Autor/inn/en	Ford, Timothy G.; Ware, Jordan K.
Titel	Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development
Quelle	In: Leadership and Policy in Schools, 17 (2018) 1, S.27-51 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ford, Timothy G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2016.1197283
Schlagwörter	Self Determination; Theories; Individual Needs; Educational Environment; Factor Analysis; Urban Schools; Faculty Development; Transformational Leadership; Teacher Effectiveness; Teaching Conditions; Professional Autonomy; Teacher Competencies; Teacher Administrator Relationship; Principals; Trust (Psychology); Teacher Surveys; Likert Scales; Item Response Theory; Test Validity; Statistical Analysis + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Faktorenanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Berufsfreiheit; Lehrkunst; Principal; Schulleiter; Likert-Skala; Item-Response-Theorie; Testvalidität; Statistische Analyse
Abstract	Few studies that examine organizational conditions conducive to teacher learning utilize social-psychological theory to explain how leader actions specifically support teachers' psychological needs as learners. We apply self-determination theory to the conceptualization of a new construct, Teacher Self-Regulatory Climate (TSRC), defined as a set of school-wide organizational and normative conditions capable of addressing teachers' psychological needs for learning and development. In this article, we assess the validity and reliability of TSRC through confirmatory factor analysis in a large urban school district with over 2,000 teachers. Our findings support its concurrent validity with respect to transformational leadership and collective teacher efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01