Files
Document type
ArticleVersion
Published versionPublication date
Publication license
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/223551
Unveiling teachers’ work preferences: A conjoint experiment on the implications of school governance reform across three countries
Journal Title
Director/Tutor
Journal ISSN
Volume Title
Related resource
Abstract
School governance reforms have changed teachers’ work in many aspects and have been associated with increasing teachers’ discontent and demotivation. Research on which school policies and organizational practices teachers prefer is scarce and faces challenges. Our conjoint experiment identifies the importance given by teachers to different work dimensions altered by recent reforms and teachers’ preferences regarding school policies in three contexts. Internationally-shared preferences include qualitative teaching assessments, socially mixed classes, clear goal-setting, and collective rewards. Context-specific preferences include individual incentives in Chile, a low-pay, high-stakes accountability system, and peer support in Norway and Catalonia, which are systems with collaborative governance traditions.
Subject (English)
Citation
Citation
LEVATINO, Antonina, FERRER ESTEBAN, Gerard and VERGER, Antoni. Unveiling teachers’ work preferences: A conjoint experiment on the implications of school governance reform across three countries. Teaching and Teacher Education. 2024. Vol. 146, num. 104631. ISSN 0742-051X. [consulted: 15 of June of 2026]. Available at: https://hdl.handle.net/2445/223551