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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