|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|355141||619244||2013||18 صفحه PDF||سفارش دهید||دانلود رایگان|
This article reviews research on changes in teachers’ workplace relations in a policy context that increasingly emphasizes accountability. The findings indicate that a greater focus on testing and student performance often leads to less attention to the caring and relational aspects of teachers’ work. Prevailing and enduring ideas about teachers’ work prompt many teachers to resist such developments. Given the findings on the advancement in student learning related to the quality of teachers’ social relations, it seems paradoxical that accountability policies often weaken such relationships. In addition, research suggests that accountability policies influence teacher–student relationships, especially involving younger teachers, to assume other forms. Collegial relationships are also affected in various ways. Positive collegial relationships enhance teachers’ motivation and efficacy, even in a constraining context. The organizational context of teachers’ work is an important contextual factor in terms of how relationships are altered within schools experiencing increased external control.
► A review of effects on teachers’ workplace relations following accountability policies.
► Teacher–student relations are often affected negatively by increased testing.
► Teacher–colleagues relations are affected in various ways, also positive.
► Considering the importance for student learning, the findings imply a policy paradox.
► The findings should have implications for professional practice and further research.
Journal: Educational Research Review - Volume 9, June 2013, Pages 16–33