ERIC Number: EJ1095221
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools
Oberfield, Zachary W.
American Educational Research Journal, v53 n2 p296-323 Apr 2016
Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is unclear what the franchising of the PCS sector--the growth of schools run by educational management organizations (EMOs)--means for teacher autonomy and accountability. Using nationally representative survey data, this article compares teachers' perceptions of autonomy and accountability in PCS and TPS and in EMO-run and non-EMO-run PCS. It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. However, there were no differences in perceptions of accountability across these different school types.
Descriptors: Professional Autonomy, Accountability, Public Schools, Charter Schools, National Surveys, Teacher Attitudes, Comparative Analysis, School Effectiveness, Likert Scales, Predictor Variables, Administrative Principles, Governance, Elementary Secondary Education, Teacher Surveys, Multivariate Analysis, Statistical Analysis, Least Squares Statistics, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A