DO PUBLIC MANAGERS PROMOTE EMPLOYEE DEVELOPMENT IN HARD-TO-STAFF LOCALES?: EVIDENCE FROM SCHOOL PRINCIPALS IN APPALACHIA

EMILY BEDWELL; JOSHUA COWEN; PETER JONES; EUGENIA TOMA

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DO PUBLIC MANAGERS PROMOTE EMPLOYEE DEVELOPMENT IN HARD-TO-STAFF LOCALES?: EVIDENCE FROM SCHOOL PRINCIPALS IN APPALACHIA

机译：公共管理人员是否促进从硬派员工的员工发展？：来自阿帕拉契亚州学校校长的证据

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This article considers professional development activity among employees in remote public school agencies in eastern Kentucky. Drawing from a panel of principal and teacher data in 38 agencies, we predict teacher participation in a targeted development program as a function of teacher and school characteristics, with special attention to the role of the principal in promoting the program. Gender, experience, and educational characteristics appear to play important roles in who participates. Teachers whose principals joined the program and teachers with newer principals were more likely to participate. These results are interpreted in the context of the broad literature on public management.

机译：本文考虑了肯塔基州东部偏远公立学校机构员工之间的专业发展活动。从38个机构的校长和教师数据面板中，我们预测教师根据教师和学校的特点参加有针对性的发展计划，并特别注意校长在促进该计划中的作用。性别，经验和教育特征在参加者中似乎起着重要作用。校长加入计划的老师和校长较新的老师更有可能参加。在有关公共管理的广泛文献的背景下解释了这些结果。

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来源
《Public performance & management review》 |2014年第4期|529-551|共23页
作者
EMILY BEDWELL; JOSHUA COWEN; PETER JONES; EUGENIA TOMA;
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作者单位

University of Kentucky;

Michigan State University;

University of Kentucky;

University of Kentucky;

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原文格式 PDF
正文语种 eng
中图分类
关键词
education; performance management; public administration;

机译：教育;绩效管理;公共行政;

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DO PUBLIC MANAGERS PROMOTE EMPLOYEE DEVELOPMENT IN HARD-TO-STAFF LOCALES?: EVIDENCE FROM SCHOOL PRINCIPALS IN APPALACHIA

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