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ERIC Number: EJ950031
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0031-3831
The Nature of Social Practice among School Professionals: Consequences of the Academic Pressure Exerted by Teachers in Their Teaching
Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are
Scandinavian Journal of Educational Research, v55 n6 p639-654 2011
The purpose of this study was to measure teachers' views about trust between teachers, trust between the principal and teachers, peer collaboration, positive attitudes towards the school and how these antecedents influence the academic pressure teachers put on pupils with respect to learning and learning intensity and performance. The methodology involved was a cross-sectional survey of 234 teachers from 11 Norwegian schools. The structural equation analysis indicated that principal-teacher trust has a moderately high impact on such constructs as "teacher-teacher trust" and "academic pressure" and that "teacher-teacher trust" has a moderately high impact on teachers' "peer collaboration". "Peer collaboration" has a lower impact on "academic pressure", while the impact of "positive attitudes towards the school" was moderately high. The article concludes with a discussion of the knowledge basis for understanding how social practice among teachers and school leaders in school communities is mobilised for a sustained focus on pupil learning. Implications for practice and directions for future research are discussed. (Contains 1 figure, 3 tables and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway