Building an explanatory framework for co-workers’ responses to teacher underperformance

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

Underperforming teachers can have a profound negative impact on their students, principals and co-workers, and the educational quality in their schools. Since little is known about how and why co-workers respond to teacher underperformance, this study aims to build an explanatory framework for different types of co-workers’ responses. The results of our survey study indicate that co-workers’ responses can partly be explained by how they consider their responsibility and authority to respond, as well as the use of responding. These considerations are, in turn, influenced by different underperformance, underperformer, co-worker, leadership and team characteristics. We discuss how co-workers’ responses to teacher underperformance can be facilitated.

建立同事对教师表现不佳的反应的解释框架
表现不佳的教师会对学生、校长和同事以及学校的教育质量产生深远的负面影响。由于人们对同事如何以及为何对表现不佳的教师做出反应知之甚少,本研究旨在为不同类型的同事反应建立一个解释框架。我们的调查研究结果表明,同事的回应可以部分地通过他们如何看待自己回应的责任和权力以及回应的使用来解释。而这些考虑因素又受到不同的绩效不佳者、绩效不佳者、同事、领导和团队特征的影响。我们将讨论如何促进同事对教师表现不佳做出回应。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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