The meaning and measure of teachers' sense of responsibility for educational outcomes

Teaching and Teacher Education

Volumn 30, Issue 1, 2013, Pages 13-26

  Lauermann, Fani ^a   Karabenick, Stuart A ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Teacher beliefs; Teacher characteristics; Teacher efficacy; Teacher responsibility

Indexed keywords

EID: 84868352450     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2012.10.001     Document Type: Article

References (68)

1. Abdulkadiroglu A., Angrist J.D., Dynarski S.M., Kane T.J., Pathak P.A. Accountability and flexibility in public schools: evidence from Boston's charters and pilots. Quarterly Journal of Economics 2009, 126(2):699-748.
2. Ames R. Teachers' attributions of responsibility: some unexpected nondefensive effects. Journal of Educational Psychology 1975, 67(5):668-676. 10.1037/0022-0663.67.5.668.
3. Responsibility. The many faces of a social phenomenon. Routledge research international series in social psychology 2001, A.E. Auhagen, H.W. Bierhoff (Eds.).
4. Bandura A. Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents 2006, Vol. 5:307-337. Information Age Publishing, Greenwich, CT.
5. Barnabe C., Burns M. Teachers' job characteristics and motivation. Educational Research 1994, 36(2):171-185.
6. Bierhoff H.-W., Wegge J., Bipp T., Kleinbeck U., Attig-Grabosch C., Schulz S. Entwicklung eines Fragebogens zur Messung von Eigenverantwortung oder: "Es gibt nichts Gutes, außer man tut es". Zeitschrift für Personalpsychologie 2005, 4(1):4-18. 10.1026/1617-6391.4.1.4.
7. Bloemeke S. Globalization and educational reform in German teacher education. International Journal of Educational Research 2006, 45(4-5):315-324. 10.1016/j.ijer.2007.02.009.
8. Bovens M. The quest for responsibility. Accountability and citizenship in complex organizations 1998, Cambridge University Press, Cambridge, UK.
9. Brandt L.J., Hayden M.E., Brophy J.E. Teachers' attitudes and ascription of causation. Journal of Educational Psychology 1975, 67(5):677-682. 10.1037/0022-0663.67.5.677.
10. Broadfoot P., Osborn M., Gilly M., Paillet A. Teachers' conceptions of their professional responsibility: some international comparisons. Comparative Education 1987, 23(3):287-301.
11. Broadfoot P., Osborn M., Gilly M., Paillet A. What professional responsibility means to teachers: national contexts and classroom constants. British Journal of Sociology of Education 1988, 9(3):265-287.
12. Bryk A.S., Sebring P.B., Allensworth E., Luppescu S., Easton J.Q. Organizing schools for improvement 2010, The University of Chicago Press, Chicago.
13. Coleman J.S. The concept of equality of educational opportunity. Harvard Educational Review 1968, 38:7-22.
14. Cooper J.M., Alvarado A. Preparation, recruitment, and retention of teachers. Education policy series 2006, UNESCO, Paris, Brussels.
15. Dahlgren M.A., Hammar Chiriac E. Learning for professional life: student teachers' and graduated teachers' views of learning, responsibility and collaboration. Teaching and Teacher Education 2009, 25(8):991-999. 10.1016/j.tate.2009.03.019.
16. Diamond J.B., Randolph A., Spillane J.P. Teachers' expectations and sense of responsibility for student learning: the importance of race, class, and organizational habitus. Anthropology & Education Quarterly 2004, 35(1):75-98. 10.1525/aeq.2004.35.1.75.
17. van Dick R., Schnitger C., Schwartzmann-Buchelt C., Wagner U. Der Job Diagnostic Survey im Bildungsbereich: Eine Ueberprufung der Gultigkeit des Job Characteristics Model bei Lehrerinnen und Lehrern, Hochschulangehorigen und Erzieherinnen mit berufsspezifischen Weiterentwicklungen des JDS. Zeitschrift Fuer Arbeits- u. Organisationspsychologie 2001, 45(2):74-92.
18. Eccles J.S., Midgley C., Wigfield A., Buchanan C.M., Reuman D., Flanagan C., et al. The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist 1993, 49:90-101. 10.1037/0003-066X.48.2.90.
19. Ellis N.H., Bernhardt R.G. Prescription for teacher satisfaction: recognition and responsibility. The Clearing House 1992, 65(3):179-182. 10.1080/00098655.1992.10114196.
20. Epstude K., Roese N.J. The functional theory of counterfactual thinking. Personality and Social Psychology Review 2008, 12(2):168-192. 10.1177/1088868308316091.
21. Fischman W., DiBara J.A., Gardner H. Creating good education against the odds. Cambridge Journal of Education 2006, 36(3):383-398. 10.1080/03057640600866007.
22. Frymier J. Accountability and student learning. Journal of Personnel Evaluation in Education 1998, 12(3):233-235. 10.1023/A:1008011125539.
23. Gerbing D.W., Hamilton J.G. Viability of exploratory factor analysis as a precursor to confirmatory factor analysis. Structural Equation Modeling 1996, 3:62-72.
24. Guskey T.R. Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education 1981, 32(3):44-51. 10.1177/002248718103200310.
25. Guskey T.R. Differences in teachers' perceptions of personal control of positive versus negative student learning outcomes. Contemporary Educational Psychology 1982, 7(1):70-80. 10.1016/0361-476X(82)90009-1.
26. Guskey T.R. The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal 1984, 21(2):245-259. 10.2307/1162442.
27. Guskey T.R. Context variables that affect measures of teacher efficacy. Journal of Educational Research 1987, 81(1):41-47.
28. Guskey T.R. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education 1988, 4(1):63-69. 10.1016/0742-051X(88)90025-X.
29. Hackman J.R., Oldham G.R. Development of the job diagnostic survey. Journal of Applied Psychology 1975, 60(2):159-170. 10.1037/h0076546.
30. Hackman J.R., Oldham G.R. Motivation through the design of work: test of a theory. Organizational Behavior & Human Performance 1976, 16(2):250-279. 10.1016/0030-5073(76)90016-7.
31. Halvorsen A.-L., Lee V.E., Andrade F.H. A mixed-method study of teachers' attitudes about teaching in urban and low-income schools. Urban Education 2009, 44(2):181-224. 10.1177/0042085908318696.
32. Higgins E.T. Beyond pleasure and pain. American Psychologist 1997, 52(12):1280-1300. 10.1037/0003-066X.52.12.1280.
33. Higgins E.T., Bond R.N., Klein R., Strauman T. Self-discrepancies and emotional vulnerability: how magnitude, accessibility, and type of discrepancy influence affect. Journal of Personality and Social Psychology 1986, 51(1):5-15. 10.1037/0022-3514.51.1.5.
34. Higgins E.T., Roney C.J.R., Crowe E., Hymes C. Ideal versus ought predilections for approach and avoidance distinct self-regulatory systems. Journal of Personality and Social Psychology 1994, 66(2):276-286. 10.1037/0022-3514.66.2.276.
35. Hu L.-t., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal 1999, 6(1):1-55. 10.1080/10705519909540118.
36. Humphrey S.E., Nahrgang J.D., Morgeson F.P. Integrating motivational, social, and contextual work design features: a meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology 2007, 92(5):1332-1356. 10.1037/0021-9010.92.5.1332.
37. Karabenick S.A., Woolley M.E., Friedel J.M., Ammon B.V., Blazevski J., Bonney C.R., et al. Cognitive processing of self-report items in educational research: do they think what we mean?. Educational Psychologist 2007, 42(3):139-151. 10.1080/00461520701416231.
38. Kardos S.M., Johnson S.M. On their own and presumed expert: new teachers' experience with their colleagues. Teachers College Record 2007, 109(9):2083-2106.
39. Kauffman J.M., Wong K.L.H., Lloyd J.W., Hung L., Pullen P. What puts pupils at risk? An analysis of classroom teachers' judgments of pupils' behavior. Remedial and Special Education 1991, 12(5):7-16. 10.1177/074193259101200503.
40. Kline R.B. Principles and practice of structural equation modeling 2005, The Guilford Press, New York. 2nd ed.
41. Krosnick J.A. Survey research. Annual Review of Psychology 1999, 50:537-567.
42. Lauermann, F., & Karabenick, S. A. (2009). The many faces of teacher responsibility. Paper presented at the 13th European Association for Research on Learning and Instruction Biennial Conference (EARLI), Amsterdam, The Netherlands.
43. Lauermann F., Karabenick S.A. Taking teacher responsibility into account(ability): explicating its multiple components and theoretical status. Educational Psychologist 2011, 46(2):122-140. 10.1080/00461520.2011.558818.
44. Lauermann, F., & Karabenick, S. A. (in press). Teacher responsibility: what does it mean for teachers' motivation and emotions? In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Implications for theory and practice. U.S.: Routledge/Taylor & Francis.
45. Lee V.E. Using hierarchical linear modeling to study social contexts: the case of school effects. Educational Psychologist 2000, 35(2):125-141. 10.1207/S15326985EP3502_6.
46. Lee V.E., Loeb S. School size in Chicago elementary schools: effects on teachers' attitudes and students' achievements. American Educational Research Journal 2000, 37(1):3-31. 10.2307/1163470.
47. Lee V.E., Smith J.B. Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education 1996, 104(2):103-147. 10.1086/444122.
48. Lee V.E., Smith J.B. High school size: which works best and for whom?. Educational Evaluation and Policy Analysis 1997, 205-227. 10.3102/01623737019003205 19.
49. Lester P.E. Development and factor analysis of the Teacher Job Satisfaction Questionnaire (TJSQ). Educational and Psychological Measurement 1987, 47(1):223-233. 10.1177/0013164487471031.
50. Levitt, R., Janta, B., & Wegrich, K. (2008). Accountability of teachers: Literature review. Technical report prepared for the general teaching Council England. Cambridge, UK: RAND Europe.
51. Linn, R. L. (2006). Educational accountability systems. (CSE Technical Report 687). Los Angeles, CA: CRESST.
52. Maehr M.L., Midgley C. Transforming school cultures 1996, Westview Press, Boulder, CO US.
53. Maier U. Accountability policies and teachers' acceptance and usage of school performance feedback: a comparative study. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice 2010, 21(2):145-165. 10.1080/09243450903354913.
54. Marsh H.W., Hau K.-T., Wen Z. In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling 2004, 11(3):320-341. 10.1207/s15328007sem1103_2.
55. Matteucci M.C. Teachers facing school failure: the social valorization of effort in the school context. Social Psychology of Education 2007, 10(1):29-53. 10.1007/s11218-006-9011-x.
56. Matteucci M.C., Gosling P. Italian and French teachers faced with pupil's academic failure: the 'norm of effort'. European Journal of Psychology of Education 2004, 19(2):147-166. 10.1007/BF03173229.
57. Nunnally J.C., Bernstein I.H. Psychometric theory 1994, Vol. 3. McGraw-Hill Inc., New York.
58. Raykov T., Marcoulides G.A. A first course in structural equation modeling 2006, Lawrence Erlbaum Associates, New Jersey.
59. Rose J.S., Medway F.J. Measurement of teachers' beliefs in their control over student outcomes. Journal of Educational Research 1981, 74(3):185-190.
60. Rose J.S., Medway F.J. Teacher locus of control, teacher behavior, and student behavior as determinants of student achievement. Journal of Educational Research 1981, 74(6):375-381.
61. Schalock H.D. Student progress in learning: teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education 1998, 12(3):237-246. 10.1023/A:1008063126448.
62. Schraw G. No school left behind. Educational Psychologist 2010, 45(2):71-75. 10.1080/00461521003720189.
63. Silverman S.K. What is diversity? An inquiry into preservice teacher beliefs. American Educational Research Journal 2010, 47(2):292-329. 10.3102/0002831210365096.
64. Walker H.M. Teacher social behavior standards and expectations as determinants of classroom ecology, teacher behavior, and child outcomes 1985, Center for Educational Policy and Management, University of Oregon, Eugene, Oregon.
65. Walker H.M., Rankin R.J. Assessing the behavioral expectations and demands of less restrictive settings. School Psychology Review 1983, 12(3):274-284.
66. Weiner B. Judgments of responsibility. A foundation for a theory of social conduct 1995, Guilford Press, New York, NY US.
67. Winter D.G. Responsibility. Motivation and personality: Handbook of thematic content analysis 1992, 500-505. Cambridge University Press, New York, NY US. C.P. Smith, J.W. Atkinson, D.C. McClelland, J. Veroff (Eds.).
68. Winter P.A., Brenner D.B., Petrosko J.M. Teacher job satisfaction in a reform state: the influence of teacher characteristics, job dimensions, and psychological states. Journal of School Leadership 2006, 16(4):416-437.