Description
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. 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
