Responsibility in the School Context - Development and Validation of a Heuristic Framework
Main Article Content
Abstract
Existing research has identified feelings of responsibility as having major motivational implications for a person’s actions. A person identifying as being responsible for a certain task will perceive themselves as self-determined and thus invest considerable effort in the task. Despite being coneptualised as an individual’s sense of internal obligation, responsibility in everyday contexts is often attributed by and to other people. Different perspectives on responsibility may, however, not always overlap, especially in the school context where tasks and liabilities often remain ill-defined. This paper thus presents a framework of responsibility in the school context which assumes teachers, students and parents to share a certain number of microsystems which may (indirectly) influence one another. In order to test the usefulness of the proposed framework, a series of studies were conducted collecting data on teachers’, students’ and parents’ views of their own and one another’s responsibility in the school context. 4339 statements were assigned to categories representing different parts of the framework and reveal its usefulness for describing the complexity of responsibility attributions and its influences in the school context. Findings show the framework will be helpful to embrace existing research and develop questions for further research that address central educational issues such as student and teacher motivation, teacher burnout as well as prerequisites for students’ high or low achievement.
Article Details
How to Cite
Helker, K., & Wosnitza, M. (2014). Responsibility in the School Context - Development and Validation of a Heuristic Framework. Frontline Learning Research, 2(3), 115–139. https://doi.org/10.14786/flr.v2i2.99
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References
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Bacon, C. S. (1993). Student responsibility for learning. Adolescence, 28(109), 199–212.
Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. Qualitative Report, 13(4), 560-580.
Barrett, A. M. (2005). Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration. Compare, 35(1), 43-61. doi: 10.1080/03057920500033530
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Berkowitz, L., & Daniels, L. R. (1963). Responsibility and dependency. Journal of Abnormal and Social Psychology, 66(5), 429–436. doi: 10.1037/h0049250
Bierhoff, H. W. (1995). Verantwortungsbereitschaft, Verantwortungsabwehr und Verantwortungs-zuschreibung [Disposition for responsibility, denial of responsibility and attribution of responsibility]. In K. Bayertz (Ed.), Verantwortung (pp. 217-240). Darmstadt: Wiss. Buchges.
Bierhoff, H. W. (2000). Skala der sozialen Verantwortung nach Berkowitz und Daniels: Entwicklung und Validierung [The social responsibility scale by Berkowitz and Daniels: Development and validation]. Diagnostica, 46(1), 18–28. doi: 10.1026//0012-1924.46.1.18
Bourke, S. (1990). Responsibility for teaching: Some international comparisons of teacher perceptions. International review of education, 36(3), 315-327. doi: 10.1007/BF01876000
Bracci, E. (2009). Autonomy, responsibility and accountability in the Italian school system. Critical perspectives on accounting, 20(3), 293-312. doi: 10.1016/j.cpa.2008.09.001
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, Ma: Harvard University Press. doi: 10.1525/aa.1981.83.3.02a00220
Bryan, L. A., & McLaughlin, H. J. (2005). Teaching and learning in rural Mexico: a portrait of student responsibility in everyday school life. Teaching and Teacher Education, 21(1), 33-48. doi: 10.1016/j.tate.2004.11.004
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104. doi: 10.1521/scpq.18.4.454.26995
Del Schalock, H. (1998). Student progress in learning: Teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education, 12(3), 237–246. doi: 10.1023/A:1008063126448
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Galindo, C., & Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103. doi: 10.1016/j.ecresq.2011.05.004
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Goffman, E. (1959). The Presentation of Self in Everyday Life. New York: Doubleday.
Grotlüschen, A. (2008). Verantwortung und Verantwortungsabwehr bei der Zusammenarbeit mit bildungsfernen Schichten [Responsibility and denial of responsibility in working with educationally disadvantaged social strata]. In H. Pätzold (Ed.), Verantwortungsdidaktik: Zum didaktischen Ort der Verantwortung in Erwachsenenbildung und Weiterbildung (pp. 95–112). Baltmannsweiler: Schneider-Verlag Hohengehren.
Gurtner, J.-L., Monnard, I., & Genoud, P. (2001). Towards a multilayer model of context and its impact on motivation. In S. Volet & S. Järvelä (Eds.), Motivation in Learning Contexts: Theoretical Advances and Methodological Implications (pp. 189-208). Amsterdam: Pergamon.
Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44–51. doi: 10.1177/002248718103200310
Guskey, T. R. (1982). Differences in teachers' perceptions of personal control of positive versus negative student learning outcomes. Contemporary Educational Psychology, 7(1), 70–80. doi: 10.1016/0361-476X(82)90009-1
Halvorsen, A.-L., Lee, V. E., & Andrade, F. H. (2009). A mixed-method study of teachers' attitudes about teaching in urban and low-income schools. Urban Education, 44(2), 181-224. doi: 10.1177/0042085908318696
Hamilton, L. (1978). Who is responsible? Toward a social psychology of responsibility attribution. Social Psychology, 41(4), 316-328. doi: 10.2307/3033584
Helker, K., & Wosnitza, M. (2014). Verantwortung im Schulkontext – ein systematisches Review des empirischen Forschungsstandes [Responsibility in the school context – A systematic literature review of the state of empirical research]. Unterrichtswissenschaft, 42(3), 261 – 279.
Höffe, O. (2008). Verantwortung [Responsibility]. In O. Höffe (Ed.), Lexikon der Ethik (pp. 326–327). München: Beck.
Kammerl, R. (2008). Divergente Verantwortungszuschreibungen als Problemfeld beruflicher Aus- und Weiterbildung [Diverging responsibilty attributions as a problem area of vocational education and advanced training]. In H. Pätzold (Ed.), Verantwortungsdidaktik: Zum didaktischen Ort der Verantwortung in Erwachsenenbildung und Weiterbildung (pp. 31–48). Baltmannsweiler: Schneider-Verlag Hohengehren.
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Katyal, K. R., & Evers, C. W. (2007). Parents - partners or clients? A reconceptualization of home-school interactions. Teaching Education, 18(1), 61-76. doi: 10.1080/10476210601151573
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Lauermann, F., & Karabenick, S. (2013). The Meaning and Measure of Teachers' Sense of Responsibility for Educational Outcomes. Teaching and Teacher Education, 30, 13-26. doi: 10.1016/j.tate.2012.10.001
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Ramirez, A. Y. F. (1999). Survey on teachers' attitudes regarding parents and parental involvement. School Community Journal, 9(2), 21-39.
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Bacon, C. S. (1991). Being held responsible versus being responsible. The Clearing House, 64, 395-398.
Bacon, C. S. (1993). Student responsibility for learning. Adolescence, 28(109), 199–212.
Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. Qualitative Report, 13(4), 560-580.
Barrett, A. M. (2005). Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration. Compare, 35(1), 43-61. doi: 10.1080/03057920500033530
Bastian, J. (1995). Verantwortung: Pädagogik zwischen Freiheit und Verbindlichkeit [Responsibility: Pedagogy between freedom and obligation]. Pädagogik, 47(7-8), 6–10.
Bayertz, K. (1995). Eine kurze Geschichte der Herkunft der Verantwortung [A short history of the origin of responsibility]. In K. Bayertz (Ed.), Verantwortung (pp. 3–71). Darmstadt: Wiss. Buchges.
Berkowitz, L., & Daniels, L. R. (1963). Responsibility and dependency. Journal of Abnormal and Social Psychology, 66(5), 429–436. doi: 10.1037/h0049250
Bierhoff, H. W. (1995). Verantwortungsbereitschaft, Verantwortungsabwehr und Verantwortungs-zuschreibung [Disposition for responsibility, denial of responsibility and attribution of responsibility]. In K. Bayertz (Ed.), Verantwortung (pp. 217-240). Darmstadt: Wiss. Buchges.
Bierhoff, H. W. (2000). Skala der sozialen Verantwortung nach Berkowitz und Daniels: Entwicklung und Validierung [The social responsibility scale by Berkowitz and Daniels: Development and validation]. Diagnostica, 46(1), 18–28. doi: 10.1026//0012-1924.46.1.18
Bourke, S. (1990). Responsibility for teaching: Some international comparisons of teacher perceptions. International review of education, 36(3), 315-327. doi: 10.1007/BF01876000
Bracci, E. (2009). Autonomy, responsibility and accountability in the Italian school system. Critical perspectives on accounting, 20(3), 293-312. doi: 10.1016/j.cpa.2008.09.001
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, Ma: Harvard University Press. doi: 10.1525/aa.1981.83.3.02a00220
Bryan, L. A., & McLaughlin, H. J. (2005). Teaching and learning in rural Mexico: a portrait of student responsibility in everyday school life. Teaching and Teacher Education, 21(1), 33-48. doi: 10.1016/j.tate.2004.11.004
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104. doi: 10.1521/scpq.18.4.454.26995
Del Schalock, H. (1998). Student progress in learning: Teacher responsibility, accountability, and reality. Journal of Personnel Evaluation in Education, 12(3), 237–246. doi: 10.1023/A:1008063126448
Diamond, J. B., Randolph, A., & Spillane, J. P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35(1), 75–98. doi: 10.1525/aeq.2004.35.1.75
Duff, R. A. (1998). "Responsibility" Routledge Encyclopedia of Philosophy (Vol. 8, pp. 290–294).
Eikenbusch, G. (2009). Classroom Management - für Lehrer und für Schüler: Wege zur gemeinsamen Verantwortung für den Unterricht [Classroom Management – for teachers and students: Ways to a shared responsibility for teaching]. Pädagogik, 61(2), 6–10.
Epstein, J. L. (2011). School, family, and community partnerships - Preparing educators and improving schools (2 ed.). Boulder, CO: Westview Press.
Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), The Sage handbook for research in education: engaging ideas and enriching inquiry (pp. 117-137). London: SAGE.
Feiks, D. (1992). Zur pädagogischen Verantwortung des Lehrers [About the pedagogical responsibility of teachers]. Lehren und Lernen, 18(4), 1–20.
Fischman, W., DiBara, J. A., & Gardner, H. (2006). Creating good education against the odds. Cambridge Journal of Education, 36(3), 383–398. doi: 10.1080/03057640600866007
Galindo, C., & Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27, 90-103. doi: 10.1016/j.ecresq.2011.05.004
Gärtner, H. (2010). Wie Schülerinnen und Schüler ihre Lernumwelt wahrnehmen: Ein Vergleich verschiedener Maße zur Übereinstimmung von Schülerwahrnehmungen [How students perceive their learning environment: A comparison of four indices of interrater agreement]. Zeitschrift für pädagogische Psychologie, 24(2), 111–222. doi: 10.1024/1010-0652/a000009
Goffman, E. (1959). The Presentation of Self in Everyday Life. New York: Doubleday.
Grotlüschen, A. (2008). Verantwortung und Verantwortungsabwehr bei der Zusammenarbeit mit bildungsfernen Schichten [Responsibility and denial of responsibility in working with educationally disadvantaged social strata]. In H. Pätzold (Ed.), Verantwortungsdidaktik: Zum didaktischen Ort der Verantwortung in Erwachsenenbildung und Weiterbildung (pp. 95–112). Baltmannsweiler: Schneider-Verlag Hohengehren.
Gurtner, J.-L., Monnard, I., & Genoud, P. (2001). Towards a multilayer model of context and its impact on motivation. In S. Volet & S. Järvelä (Eds.), Motivation in Learning Contexts: Theoretical Advances and Methodological Implications (pp. 189-208). Amsterdam: Pergamon.
Guskey, T. R. (1981). Measurement of the responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32(3), 44–51. doi: 10.1177/002248718103200310
Guskey, T. R. (1982). Differences in teachers' perceptions of personal control of positive versus negative student learning outcomes. Contemporary Educational Psychology, 7(1), 70–80. doi: 10.1016/0361-476X(82)90009-1
Halvorsen, A.-L., Lee, V. E., & Andrade, F. H. (2009). A mixed-method study of teachers' attitudes about teaching in urban and low-income schools. Urban Education, 44(2), 181-224. doi: 10.1177/0042085908318696
Hamilton, L. (1978). Who is responsible? Toward a social psychology of responsibility attribution. Social Psychology, 41(4), 316-328. doi: 10.2307/3033584
Helker, K., & Wosnitza, M. (2014). Verantwortung im Schulkontext – ein systematisches Review des empirischen Forschungsstandes [Responsibility in the school context – A systematic literature review of the state of empirical research]. Unterrichtswissenschaft, 42(3), 261 – 279.
Höffe, O. (2008). Verantwortung [Responsibility]. In O. Höffe (Ed.), Lexikon der Ethik (pp. 326–327). München: Beck.
Kammerl, R. (2008). Divergente Verantwortungszuschreibungen als Problemfeld beruflicher Aus- und Weiterbildung [Diverging responsibilty attributions as a problem area of vocational education and advanced training]. In H. Pätzold (Ed.), Verantwortungsdidaktik: Zum didaktischen Ort der Verantwortung in Erwachsenenbildung und Weiterbildung (pp. 31–48). Baltmannsweiler: Schneider-Verlag Hohengehren.
Karakaya, S. (2004). A comparative study: English and Turkish teachers' conceptions of their professional responsibility. Educational Studies, 30(3), 195-216. doi: 10.1080/0305569042000224170
Katyal, K. R., & Evers, C. W. (2007). Parents - partners or clients? A reconceptualization of home-school interactions. Teaching Education, 18(1), 61-76. doi: 10.1080/10476210601151573
Kaufmann, F.-X. (1995). Risiko, Verantwortung und gesellschaftliche Komplexität [Risk, responsibility and social complexity]. In K. Bayertz (Ed.), Verantwortung (pp. 72–97). Darmstadt: Wiss. Buchges.
Korkmaz, I. (2007). Teachers' opinions about the responsibilities of parents, schools, and teachers in enhancing student learning. Education, 127(3), 389-399.
Lauermann, F., & Karabenick, S. (2011). Taking teacher responsibility into account(ability): Explicating its multiple components and theoretical status. Educational Psychologist, 46(2), 122-140. doi: 10.1080/00461520.2011.558818
Lauermann, F., & Karabenick, S. (2013). The Meaning and Measure of Teachers' Sense of Responsibility for Educational Outcomes. Teaching and Teacher Education, 30, 13-26. doi: 10.1016/j.tate.2012.10.001
Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77-133. doi: 10.1177/0042085902238687
Lee, V. E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement. American Educational Research Journal, 37(1), 3-31. doi: 10.3102/00028312037001003
Leichter, H. J. (Ed.). (1974). The family as educator. New York: Teachers College Press.
Leithwood, K., Edge, K., & Jantzi, D. (1999). Educational accountability: The state of the art. Gütersloh: Bertelsmann.
Lenk, H. (1992). Zwischen Wissenschaft und Ethik [Between science and ethics]. Frankfurt am Main: Suhrkamp.
Lenk, H., & Maring, M. (1993). Verantwortung - Normatives Interpretationskonstrukt und empirische Beschreibung [Responsibility – Normative construct of interpreattion and empirical description]. In L. H. Eckensberger (Ed.), Ethische Norm und empirische Hypothese (pp. 222–243). Frankfurt am Main: Suhrkamp.
Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education, 17(3), 307-319. doi: 10.1016/S0742-051X(00)00059-7
Lightfoot, S. L. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books.
Marjoribanks, K. (1979). Families and their learning environments - An empirical analysis. London: Routledge.
Matteucci, M. C., & Gosling, P. (2004). Italian and French teachers faced with pupil's academic failure: The "norm of effort". European Journal of Psychology of Education, 19(2), 147-166.
Maulbetsch, C. (2010). Person und Verantwortung - Zur Grundlegung einer pädagogischen Handlungstheorie unter dem Aspekt der Erziehung zur Verantwortung im Kontext Schule [Person and responsibility – About laying the basis for a pedagogical theory of cation regarding the aspect of educating for responsibility in the school context]. Münster: Waxmann.
Müller, F. (2009). Verantwortung für sich selbst übernehmen: Arbeitsmotivation und Spielräume im Berufsalltag [Taking responsibility for oneself: Work motivation and scopes in the work routine]. Pädagogik, 61(10), 32–33.
Pätzold, H. (2008). Vom professionellen Umgang mit Verantwortung [About the professional handling of responsibility]. In T. Rihm (Ed.), Teilhaben an Schule (pp. 253–264). Wiesbaden: VS Verl. für Sozialwiss.
Peterson, E. R., Rubie-Davies, C. M., Elley-Brown, M. J., Widdowson, D. A., Dixon, R. S., & Irving, E. S. (2011). Who is to blame? Students, teachers and parents views on who is responsible for student achievement. Research in Education, 86(1), 1-12.
Potvin, P., & Papillon, S. (1992). Teacher's sense of responsibility towards student achievement and their attitude. Canadian Journal of Special Education, 8(1), 33-42.
Ramirez, A. Y. F. (1999). Survey on teachers' attitudes regarding parents and parental involvement. School Community Journal, 9(2), 21-39.
Rose, J., & Medway, F. (1981a). Measurement of teachers' beliefs in their control over student outcome. Journal of Educational Research, 74(3), 185–189.
Rose, J., & Medway, F. (1981b). Teacher locus of control, teacher behaviour and student behaviour as determinants of student achievement. Journal of Educational Research, 74(6), 375–381.
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