6533b857fe1ef96bd12b3b90

RESEARCH PRODUCT

Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform

Esther CanrinusYi-hwa LiouAlan J. Daly

subject

business.industry05 social sciences050301 educationSchool districtPublic relationsStructural equation modelingCommon core state standardsEducationAction (philosophy)Work (electrical)Research community0501 psychology and cognitive sciencesPsychologybusiness0503 education050104 developmental & child psychology

description

Abstract Internationally the research community has been seeking a deeper understanding about how to shape the work of educators over decades of educational reforms. This study attempts to contribute to this understanding by answering: “What motivates educators to implement the Common Core State Standards (CCSS)?” Using data from all school educators in one highly diverse school district in California and structural equation modeling to investigate the relationships between teachers' CCSS-related action and associated organizational and individual factors, findings suggest both organizational (expectation) and intrinsic (motivations and beliefs) factors are directly and indirectly influencing teachers’ action towards CCSS implementation.

yearjournalcountryeditionlanguage
2019-03-01Teaching and Teacher Education
https://doi.org/10.1016/j.tate.2018.12.004