Teacher discretionary behaviors are considered to be organizationally beneficial and ways to develop and support such behaviors are sought after. Discretionary behaviors have, in the main, been considered from an individual level of analysis. However, using the group as the level of analysis, and viewed through Social Identity/Social Categorization theory (SIT/SCT) respectively, data from this longitudinal, mixed-method, case study of teachers during a curricular reform suggest that teacher discretionary behaviors may be the means to teacher socialization and the outcome of teacher social identification. Implications and applicability of the findings to other settings are discussed.
Ras, N. (2012), "Chapter 8 What we do here is who we are", Duyar, I. and Normore, A. (Ed.) Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management (Advances in Educational Administration, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 197-222. https://doi.org/10.1108/S1479-3660(2012)0000013013Download as .RIS
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