• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The International Journal of Productivity and performance management >Analysis of teachers' task and extra-role performance under different autonomy regimes
【24h】

Analysis of teachers' task and extra-role performance under different autonomy regimes

机译：不同自治制度下教师的任务和角色外绩效分析

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose - Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers' task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach - By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings - The findings revealed that the predictors and outcomes of teachers' task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task'and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value - The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.
机译：目的-教师是最大的知识工作者群体之一。本文的目的是研究特许和常规公立学校在两种不同的自治制度下教师任务和角色外绩效（ERP）的前因和结果。特别强调了教师的ERP。在这两种不同的学校环境中，对教师工作绩效的预测因素和结果进行了比较研究。设计/方法/方法-通过应用社会认知观点和因果比较设计，该研究比较了公立和特许学校学习变量之间的相互关系。聚集样本包括812名公立学校教师和112名特许学校教师。调查结果-调查结果表明，在这两种不同类型的公立学校中，教师任务和ERP的预测因素和结果具有不同的动态。代表公立和特许学校之间学校自主权差异的学校类型似乎是两组学校中最强的差异化因素。特许学校的两种教师表现（任务和额外作用）都超过了公立学校的教师表现。在教师工作表现的预测因素和结果上观察到相似点和不同点。独创性/价值-目前的研究对有关学校自主性对教师任务和ERP的影响的文献不多。对在两种不同的学校自治制度下教师工作绩效的预测因素和结果的清楚理解，可以指导从业者和政策制定者努力使公立学校更具竞争优势。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号