ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY

Journal Title: Problems of Education in the 21st Century - Year 2013, Vol 52, Issue 3

Abstract

The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coeffcients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.

Authors and Affiliations

Are Turmo, Knut-Andreas Christophersen, Eyvind Elstad

Keywords

Related Articles

EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE

The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and...

RURAL COMMUNITY ADULT LITERACY DEVELOPMENT THROUGH COMMUNITY LEARNING CENTERS PROGRAM IN THE ISLAMIC REPUBLIC OF IRAN: TWO CASE STUDIES

Literacy and community development have an unbroken connection. Literacy is a very important tool for community development. The main goal of community development is to improve the quality of life. In order to improve...

PROMOTING STUDENT LEARNING ACHIEVEMENTS IN CHEMISTRY BY USING THE TETRAHEDRAL SPATIAL MIND MODEL

Students’ knowledge is the main resource for stimulating the development of each country. The results of international and national comparative studies in science show a tendency of a decrease of the level of students’...

MYTHS IN THE ACADEME – PRE-ENROLLMENT PROFILES AND ACADEMIC EDUCATION AS KEY TO POST-GRADUATION EMPLOYMENT AND SATISFACTION

Academic education is considered a key to gaining employment and satisfaction. This scientific research attempts to explain the association between the demographic and pre-enrollment profiles of graduates of one academ...

PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS

The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students’ learning. Research questions: (a) what aspects of teaching...

Download PDF file
  • EP ID EP35253
  • DOI -
  • Views 272
  • Downloads 0

How To Cite

Are Turmo, Knut-Andreas Christophersen, Eyvind Elstad (2013). ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY. Problems of Education in the 21st Century, 52(3), -. https://europub.co.uk/articles/-A-35253