Understanding Rural School Teachers' Professional Agency and Its Relationship to Social Structure

Autor/inn/en	Sang, Guoyuan; Huang, Jiali; Chao, Tzuyang; Ye, Bixin; Muthanna, Abdulghani
Titel	Understanding Rural School Teachers' Professional Agency and Its Relationship to Social Structure
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 1, S.30-47 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2022.2051033
Schlagwörter	Rural Schools; Teacher Effectiveness; Teacher Attitudes; Professional Autonomy; Foreign Countries; Teacher Role; Role Perception; Social Structure; Collegiality; Educational Environment; Junior High School Teachers; China + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Berufsfreiheit; Ausland; Lehrerrolle; Role conception; Rollenverständnis; Sozialstruktur; Kollegialität; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Research on the role of teacher agency has been growing significantly during the last decade. Agentic teachers act purposefully and constructively to direct their professional development and contribute to the quality of education, especially in rural areas. Professional development is mutually constituted between teachers and socio-cultural conditions (e.g., circumstances, physical artifacts, power relations, and school cultures) that constrain or enable their agency. This study explored teacher professional agency, and its relationship to teacher perceived social structure, using two newly developed scales: (1) the Teacher Professional Agency (TPA) and (2) the Teacher-Perceived Social Structure (TPSS). A total number of 592 teachers working at rural schools in western China completed the questionnaire. The findings revealed that the two scales were valid and reliable instruments for measuring teacher professional agency, and teacher perceived social structure. Findings show a modestly-moderately correlation between teachers' professional identity and their perceived social identity. Collegial relationships, followed by school climate and social identity, have the strongest impact on teachers' professional agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01