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The impact of teacher achievement emotions on the co-production of education services.

机译：教师成就情绪对教育服务合作生产的影响。

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摘要

Educational policy in the United States has evolved into a more intense system of accountability, resulting in an intensification of achievement emotions experienced by teachers. Two theoretical paradigms were used to analyze whether such emotions impact teacher effectiveness in the classroom: the control-value theory of achievement emotions and the theory of co-production. Path analysis was used to test the hypothesized model of teacher effectiveness. Two of the four hypothesized factors contributing to teacher achievement emotions, perceived level of control over instruction and perceived levels of student achievement, were found to be significant. The remaining two variables, attribution of responsibility for student achievement and the correlation between teachers' values and educational reforms, were non-significant. The post-hoc model removed these two non-significant factors and added additional paths from the variable teachers' perceived control to teachers' coping response and teacher effectiveness. The post-hoc model fit the data well as demonstrated by significant path correlations and goodness of fit scores. The path model was transferable across the study's demographic subgroups with the exception of experience level. Modifications were made to the post-hoc model for this subgroup by addressing paths to the coping response variable, and such changes resulted in a significant fit to the data for this subgroup. The results of this study underscore the need for teachers to feel in control of their teaching in order to implement effective teaching strategies. Therefore, educational policies that diminish or remove such control may impact teacher effectiveness. Under No Child Left Behind legislation, schools labeled as failing progressively remove more and more control from the teacher. The findings ofthis study indicate that such practices may be counterproductive and instead may be contributing to the problem of undesired student achievement levels. Enhancing teachers' feelings of self-efficacy in the classroom is recommended for enhancing student achievement, as is looking at the issue through the lens of co-production. Co-production of education services posits that education is co-produced by the teacher and the student. Effective reforms in education, therefore, must address both sides of the teacher-student nexus.
机译：美国的教育政策已演变为更严格的问责制，导致教师体验到的成就感增强。两种理论范式被用来分析这种情绪是否会影响教师在课堂上的效能：成就情绪的控制价值理论和合作生产理论。路径分析用于检验假设的教师效能模型。四个假设的因素中，有两个是造成教师成就感的因素中的两个，即对教学控制的感知水平和对学生成就的感知水平。剩下的两个变量，即对学生成就的责任归属和教师价值观与教育改革之间的相关性，均不显着。事后模型消除了这两个不重要的因素，并增加了从变量教师的感知控制到教师的应对应对和教师效能的其他途径。事后模型很好地拟合了数据，这通过显着的路径相关性和拟合得分的良好性得以证明。路径模型可在研究的人口统计子组之间转移，但经验水平除外。通过解决应对应对变量的路径，对该亚组的事后模型进行了修改，这些变化导致该亚组数据的显着拟合。这项研究的结果强调了教师必须控制自己的教学，以实施有效的教学策略。因此，减少或取消此类控制的教育政策可能会影响教师的效能。根据“不让任何一个孩子落后”的立法，被标记为不合格的学校逐渐消除了教师的控制权。这项研究的结果表明，这种做法可能适得其反，反而可能助长了学生不期望的成就水平问题。建议通过在课堂上增强老师的自我效能感来增强学生的学习成绩，也可以通过共同制作的角度来探讨这个问题。教育服务的共同生产假定教育是由教师和学生共同生产的。因此，有效的教育改革必须解决师生关系的两个方面。

著录项

  • 作者

    Kelly, Kimberly A.;

  • 作者单位

    University of Alaska Fairbanks.;

  • 授予单位 University of Alaska Fairbanks.;
  • 学科 Education Educational Psychology.;Education Policy.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 220 p.
  • 总页数 220
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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