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In: The international journal of social psychiatry, Band 60, Heft 7, S. 720-721
ISSN: 1741-2854
In: Education and urban society, Band 53, Heft 3, S. 251-278
ISSN: 1552-3535
Research suggests that the limits of teacher autonomy are defined by educational policies. Educational policies, however, are driven by political culture. This study examines the relationship between teacher autonomy and political culture and how this relationship varies with teacher and school characteristics. Using the 2011–2012 Schools and Staffing Survey, the three-level hierarchical linear modeling (HLM) analysis demonstrates that political culture was significantly associated with teacher autonomy. According to Elazar's three-part cultural typology, the moralistic culture is associated with a higher level of teacher autonomy, the traditionalistic culture is associated with lower levels of teacher autonomy, and the individualistic culture is in-between. Also, the more traditionalistic the culture, the stronger the association between positive school climate and teacher autonomy. As teacher autonomy relates positively to teacher job satisfaction and retention, this study suggests that policy makers consider a moralistic approach in creating educational policies.
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In: Journal of marine engineering & technology, Band 14, Heft 3, S. 137-145
ISSN: 2056-8487
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In: The international journal of social psychiatry, Band 60, Heft 4, S. 410-411
ISSN: 1741-2854
In: The international journal of social psychiatry, Band 61, Heft 5, S. 515-515
ISSN: 1741-2854
In: The international journal of social psychiatry, Band 61, Heft 2, S. 205-206
ISSN: 1741-2854
In: Ecotoxicology and environmental safety: EES ; official journal of the International Society of Ecotoxicology and Environmental safety, Band 169, S. 874-880
ISSN: 1090-2414
In: JEMA-D-23-02044
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In: Reproductive sciences: RS : the official journal of the Society for Reproductive Investigation, Band 29, Heft 1, S. 312-319
ISSN: 1933-7205
In: Materials and design, Band 112, S. 282-289
ISSN: 1873-4197
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