The Motivation of Teachers to Produce Human Capital and Conform to Their Social Contexts


by Peter Youngs, Kenneth A. Frank, Yeow Meng Thum & Mark Low 2012

In this chapter, we develop a theory to explain the effects of mentoring and induction activities on new teachers' commitment, instructional quality, and effectiveness, and we describe how utility functions can express variation in these outcomes. Then we explicate the role of three-level models (i.e., with random effects) in estimating the effects of effort on commitment, instructional quality, and student achievement with teachers nested within subgroups within schools.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 248-272
http://www.tcrecord.org ID Number: 18352, Date Accessed: 12/14/2017 5:56:32 PM

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