What is it about?
In this study, I talk about three distinct dynamics with which teachers respond to bureaucratic control: (1) individual cognition, (2) social formation, and (3) response execution. It highlights the need for teachers and school bureaucrats to know how one responds to the other.
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Why is it important?
Sometimes, tensions arise because of the relationship between teachers and administrators. This paper puts this in perspective and helps push forth the idea of productive tensions that can arise from such a scenario.
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This page is a summary of: Teacher Response Process to Bureaucratic Control: Individual and Group Dynamics Influencing Teacher Responses, Leadership and Policy in Schools, June 2018, Taylor & Francis,
DOI: 10.1080/15700763.2018.1475573.
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