School Governance Regimes and Teachers' Job Satisfaction: Bureaucracy, Legitimacy, and Community
| Autor: | Nancy M. Greenberg, Richard R. Verdugo, Jeffrey M. Schneider, Ronald D. Henderson, Oscar Uribe |
|---|---|
| Rok vydání: | 1997 |
| Předmět: |
Public Administration
business.industry media_common.quotation_subject Corporate governance 05 social sciences 050401 social sciences methods 050301 education Public relations Outcome (game theory) Education Neglect 0504 sociology Political science Student achievement Pedagogy Job satisfaction Bureaucracy business 0503 education Legitimacy media_common Causal model |
| Zdroj: | Educational Administration Quarterly. 33:38-66 |
| ISSN: | 1552-3519 0013-161X |
| DOI: | 10.1177/0013161x97033001003 |
| Popis: | Most approaches to improving education in the United States fail; some succeed in certain schools only to fail elsewhere. Why? The main thesis of this study is that various programs to school reform fail because they neglect to consider the role of legitimacy as an intervening factor as a school moves from a strict bureaucratic to a community governance regime. This article develops and estimates a causal model describing the relationship between bureaucracy, legitimacy, and community as predictors of teachers' job satisfaction-an important school outcome that is highly related to student achievement. Data for the study are from a national survey of National Education Association teacher members. |
| Databáze: | OpenAIRE |
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