Teacher Involvement in School Development Activity and its Relationships to Attitudes and Subjective Norms among Teachers: a Study of Norwegian Elementary and Junior High School Teachers
Restricted accessResearch articleFirst published online August, 2004
Teacher Involvement in School Development Activity and its Relationships to Attitudes and Subjective Norms among Teachers: a Study of Norwegian Elementary and Junior High School Teachers
This article is based on a survey covering 1,435 Norwegian teachers in compulsory schools in 47 municipalities. It examines associations between teacher involvement in school development activity (SDA) and teachers’ attitudes toward SDA as well as their perceived working environment concerning innovation activity among staff and the principal’s involvement in SDA. Results showed that teachers’ perception of SDA as a relevant task was the strongest predictor of the variables examined. Furthermore, teacher perception of the innovation culture among staff and of a principal’s involvement moderately accounted for teacher involvement in SDA. Results suggest that the relevance of SDA has a stronger effect on teacher involvement in SDA if the innovation culture is perceived to be positive and the principal is seen to be involved in SDA. Finally, the results indicated no significant differences between elementary and junior high school teachers with regard to the predictors for teacher involvement in SDA.
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