BazEkon - Biblioteka Główna Uniwersytetu Ekonomicznego w Krakowie

BazEkon home page

Meny główne

Autor
Kabus Judyta (Politechnika Częstochowska), Samek-Wojtyla Marlena (Szkoła Podstawowa im. Władysława Szafera w Żarkach)
Tytuł
Zarządzanie kadrą pedagogiczną. Stereotypy na temat uczniów a kształtowanie kultury organizacyjnej wśród nauczycieli
Educational Staff Management: How Student Stereotypes Shape Organizational Culture Among Teachers
Źródło
Zarządzanie w Kulturze, 2024, t. 25, z. 3, s. 485-496, tab., bibliogr. 23 poz.
Culture Management
Słowa kluczowe
Edukacja, Kultura organizacyjna, Stereotypy
Education, Organisational culture, Stereotypes
Uwagi
summ.
Abstrakt
The article analyzes the impact of stereotypes on organizational culture in educational institutions. The research - conducted in June 2024 in Poland, with 100 respondents including teachers, school directors, and parents - was aimed at addressing the research gap concerning the lack of literature linking stereotypes about students with the shaping of organizational culture among teachers. Online surveys were used to collect research material. The results showed a correlation between the stereotypical treatment of students and the shaping of organizational culture in educational institutions. The article suggests that managing organizational culture through training and policies promoting inclusivity can significantly reduce the negative effects of stereotypes in education. (original abstract)
Dostępne w
Biblioteka Główna Uniwersytetu Ekonomicznego w Krakowie
Pełny tekst
Pokaż
Bibliografia
Pokaż
  1. Allport G.W. (1954). The Nature of Prejudice. MA: Addison-Wesley.
  2. Aronson Joshua, Steele Claude Mason (2005). Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept. W: Andrew John Elliott, Carole S. Dweck (red.), Handbook of Competence and Motivation. New York, NY: Guilford Press, 436-456.
  3. Banks J.A. (2008). An Introduction to Multicultural Education (4. ed.). Boston, MA: Pearson.
  4. Devine P.G., Forscher, P.S., Austin, A.J., & Cox, W.T. (2012). Long-Term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention. Journal of Experimental Social Psychology, 48(6), 1267-1278.
  5. Dweck C.S. (2006). Mindset: The New Psychology of Success. New York, NY: Random House.
  6. Farber B.A. (1999). Inconsequentiality - The Key to Understanding Teacher Burnout. W: Rik Vandenberghe, Michael Huberman (red.), Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice. Cambridge, UK: Cambridge University Press, 159-165.
  7. Ferguson R.F. (2003). Teachers' Perceptions and Expectations and the Black-White Test Score Gap. Urban Education, 38(4), 460-507.
  8. Firestone W.A., Pennell J.R. (1993). Teacher Commitment, Working Conditions, and Differential Incentive Policies. Review of Educational Research, 63(4), 489-525, https://doi. org/10.3102/00346543063004489.
  9. Flores M.A. (2004). The Impact of School Culture and Leadership on New Teachers' Learning in the Workplace. International Journal of Leadership in Education, 7(3), 297-318, https:// doi.org/10.1080/1360312042000226918.
  10. Goddard Y., Goddard R., Tschannen-Moran M. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools. The Teachers College Record, 109(4), 877-896.
  11. Good T.L., Nichols S.L., Sabers D.S. (2001). Teachers' Beliefs about Student Learning and Motivation. W: Virginia Richardson (red.), Handbook of Research on Reaching (4. ed.). Wahington, DC: American Educational Research Association, 448-494.
  12. Hargreaves A. (1994). Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age. New York, NY: Teachers College Press.
  13. Hilton J.L., von Hippel W. (1996). Stereotypes. Annual Review of Psychology, 47, 237-271.
  14. Jussim L., Harber K.D. (2005). Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies. Personality and Social Psychology Review, 9(2), 131-155, https://doi.org/10.1207/s15327957pspr0902_3.
  15. Jussim L., Robustelli S., Cain T.R. (2009). Teacher Expectations and Self-Fulfilling Prophecies. W: Kathryn R. Wentzel, A. Wigfield (red.), Handbook of Motivation at School, New York, NY: Routledge, 349-380.
  16. Lareau A. (2011). Unequal childhoods: Class, Race, and Family Life. Berkeley, CA: University of California Press.
  17. Lippmann W. (1922). Public Opinion. New York: Harcourt, Brace and company.
  18. Nosek B.A., Banaji M.R., Greenwald A.G. (2002). Math = Male, Me = Female, Therefore Math ≠ Me. Journal of Personality and Social Psychology, 83(1), 44-59.
  19. Rosenthal R., Jacobson L. (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development. New York, NY: Holt, Rinehart and Winston.
  20. Steele C.M., Aronson J. (1995). Stereotype Threat and the Intellectual Test Performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
  21. Tajfel H. (1981). Human Groups and Social Categories: Studies in Social Psychology. Cambridge [Cambridgeshire]-New York: Cambridge University Press.
  22. Tiedemann J. (2000). Gender-Related Beliefs of Teachers in Elementary School Mathematics. Educational Studies in Mathematics, 41(2), 191-207.
  23. Van den Bergh L., Denessen E., Hornstra L., Voeten M., Holland R.W. (2010). The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap. American Educational Research Journal, 47(2), 497-527.
Cytowane przez
Pokaż
ISSN
1896-8201
Język
pol
URI / DOI
https://doi.org/10.4467/20843976ZK.24.041.20588
Udostępnij na Facebooku Udostępnij na Twitterze Udostępnij na Google+ Udostępnij na Pinterest Udostępnij na LinkedIn Wyślij znajomemu