Affiliation:
1. University of Delaware
2. University of Wisconsin-Madison
Abstract
High school mathematics and social studies teachers were studied to determine the influence of curriculum control policies on their sense of autonomy and job satisfaction. Control policies were found to have their largest effects on content decisions in mathematics. Nevertheless, teachers in all conditions studied reported relatively high degrees of personal control over both content and pedagogy. Further, there was little evidence that teachers felt less efficacious or satisfied about their jobs because of curriculum policy constraints.
Publisher
American Educational Research Association (AERA)
Cited by
35 articles.
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