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What makes a good, committed teacher, one who comes up with new teaching strategies, ideas and programmes that improve the way children learn? This volume considers this question and such issues as minimum performance standards for teachers, ways of encouraging teachers to do more and whether a radical increase in salary will improve their performance. Contributors examine the how and why of current school standards, with suggestions for future research and, importantly, potential solutions to current problems.
List of contents
Foreword - Cecil Miskel
Introduction - Pedro Reyes
What Research has to Say about Commitment, Performance, and Productivity
PART ONE: EMPIRICAL ISSUES
Teacher Working Conditions - Karen Seashore Louis and Bets-Ann Smith
Teacher¿s Efficacy at work - Mark A Smylie
Teacher Participation in School Decision Making - Michael Imber and William A Neidt
Teacher Attitudes about Work - Robert Kottkamp
Teacher Performance Incentives - Craig E Richards and Mwalimu Shujaa
PART TWO: THEORETICAL ISSUES
Organizational Commitment of Teachers - Pedro Reyes
Organizational Performance of Schools - Fred M Newmann and Doug A Archbald
Organizational Productivity of Schools - Terry G Geske and Charles Teddlie
PART THREE: PRACTICAL ISSUES
Developing Teacher Commitment - Kent D Peterson and Judith L Martin
The Role of the Administrator
Managing School Performance - Ann Weaver Hart
The Role of the Administrator
Enhancing School Productivity - Herbert J Walberg
The Role of the Administrator
PART FOUR: EPILOGUE
Linking Commitment, Performance, and Productivity - Pedro Reyes
Summary
A group of educational scholars address topics and issues relating to teacher commitment and institutional performance and productivity. The various essays discuss working conditions, incentives, decision making and the role of the administrator.
