The Relationship between School Organizational Characteristics and Reliance on Out-of-Field Teachers in Mathematics and Science: Cross-National Evidence from TALIS 2008

Autor/in	Zhou, Yisu
Titel	The Relationship between School Organizational Characteristics and Reliance on Out-of-Field Teachers in Mathematics and Science: Cross-National Evidence from TALIS 2008
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 3, S.483-497 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0123-8
Schlagwörter	Correlation; Science Instruction; Mathematics Instruction; Principals; Leadership Styles; Secondary School Teachers; Institutional Characteristics; Institutional Autonomy; Surveys; Teacher Administrator Relationship; School District Autonomy; International Organizations; Leadership Effectiveness; Teacher Qualifications; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Führungsstil; Institutionelle Autonomie; Survey; Umfrage; Befragung; School district; School districts; Autonomy; School autonomy; Schulautonomie; International organisation; International organisations; International organization; Internationale Organisation; Führungseffizienz; Lehrqualifikation; Cultural comparison; Kulturvergleich
Abstract	This article investigates the effect of schools' organizational features on teacher staffing decisions at the secondary level cross-nationally. I examine the importance of the principal's administrative leadership style and school-level autonomy in making staffing decisions to understand variation in assignments of out-of-field teachers (OFT) to teach mathematics and science. I conduct secondary analysis based on a new international data set compiled by the Organisation for Economic Co-operation and Development on lower-secondary school administration and teachers in 15 countries. I utilize a country fixed-effects model to study the effect of different types of organizational characteristics on the extent of reliance on out-of-field teaching in mathematics and science cross-nationally. The results indicate that the use of OFT is a school-specific issue. Several school characteristics affect levels of out-of-field teaching. After controlling for country fixed effects, I do not find a systematic relationship between the principal's administrative leadership and the school's reliance on OFT. However, higher school-level autonomy in making staffing decisions is significantly associated with lower reliance on out-of-field teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01