Does School Autonomy Matter? Analysis of Teacher Work Performance Under Different Autonomy Regimes

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-2 - School Organization, Supervision, and Governance

Abstract

The purpose of this study was to comparatively examine the dynamics of teacher work performance (i.e., task and extra-role) in regular public and charter schools. The determinants and outcomes of teachers' work performance were examined from the perspective of school autonomy in these two public schooling systems. Random samples of 812 public school teachers and 112 charter school teachers were the participants. By applying a social-cognitive perspective, the reciprocal relationships among the study variables in regular and charter schools were tested. The findings demonstrated that the determinants and outcomes of teacher work performance (both task and extra-role) have differing dynamics in under these different school autonomy regimes. Conclusions were drawn and recommendations were made for policy and future research.

Authors

• Ibrahim Duyar, University of Arkansas at Little Rock

• Shaikah Obaid Al-Taneiji, UAE University

• Sedat Gumus, Necmettin Erbakan University