<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Are   Turmo</style></author><author><style face="normal" font="default" size="100%">Knut-Andreas   Christophersen</style></author><author><style face="normal" font="default" size="100%">Eyvind   Elstad</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">job autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419413017.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">125-136</style></section></record></records></xml>