Reform, Standards and Teacher Identity: Challenges of Sustaining Commitment

Teacher commitment has been found to be a critical predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being at school (Firestone (1996). Educational Administration Quarterly, 32(2), 209–235; Graham (1996). Journal of Physical Education, Recreation and Dance, 67(1), 45–47; Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27; Tsui & Cheng (1999). Educational Research and Evaluation, 5(3), 249–268). It is also a necessary ingredient to the successful implementation, adaptation or resistance reform agendas. Surprisingly, however, the relationship between teachers’ motivation, efficacy, job satisfaction and commitment, and between commitment and the quality of their work has not been the subject of extensive research. Some literature presents commitment as a feature of being and behaving as a professional (Helsby, Knight, McCulloch, Saunders, & Warburton (1997). A report to participants on the professional cultures of Teachers Research Project, Lancaster University, January). Others suggest that it fluctuates according to personal, institutional and policy contexts (Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27) and identify different dimensions of commitment which interact and fluctuate (Tyree (1996). Journal of Educational Research, 89(5), 295–304). Others claim that teachers’ commitment tends to decrease progressively over the course of the teaching career (Fraser, Draper, & Taylor (1998). Evaluation and Research in Education, 12 (2), 61–71; Huberman (1993). The lives of teachers. London: Cassell). In this research, experienced teachers in England and Australia were interviewed about their understandings of commitment. The data suggest that commitment may be better understood as a nested phenomena at the centre of which is a set of core, relatively permanent values based upon personal beliefs, images of self, role and identity which are subject to challenge by change which is socio-politically constructed.

The Contribution of Academic Scholarship to Management Development.

Purpose: This paper explores the impact of academic scholarship on the development and practice of experienced managers. Design / Methodology: Semi-structured interviews with experienced managers, modelled on the critical incident technique. ‘Intertextuality’ and framework analysis technique are used to examine whether the use of academic scholarship is a sub-conscious phenomenon. Findings: Experienced managers make little direct use of academic scholarship, using it only occasionally to provide retrospective confirmation of decisions or a technique they can apply. However, academic scholarship informs their practice in an indirect way, their understanding of the ‘gist’ of scholarship comprising one of many sources which they synthesise and evaluate as part of their development process. Practical implications: Managers and management development practitioners should focus upon developing skills of synthesising the ‘gist’ of academic scholarship with other sources of data, rather than upon the detailed remembering, understanding and application of specific scholarship, and upon finding / providing the time and space for that ‘gisting’ and synthesis to take place. Originality / Value: The paper addresses contemporary concerns about the appropriateness of the material delivered on management education programmes for management development. It is original in doing this from the perspective of experienced managers, and in using intertextual analysis to reveal not only the direct but also the indirect uses of they make of such scholarship. The finding of the importance of understanding the ‘gist’ rather than the detail of academic theory represents a key conceptual innovation.