NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
De-Professionalized and Demoralized: A Framework for Understanding Teacher Turnover in the Accountability Policy ERA
Peer reviewed Peer reviewed
Direct linkDirect link
Wronowski, Meredith Lea – Leadership and Policy in Schools, 2021
This study uses a secondary analysis of the Schools and Staffing Surveys (SASS) and Teacher Follow-up Survey (TFS) from the National Center for Education Statistics to examine relationship between teachers' perception of de-professionalization and demoralization and turnover in the accountability policy era from the mid-1990 s through mid-2000 s.…
Descriptors: Faculty Mobility, Accountability, Educational Policy, Elementary Secondary Education
Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States
Peer reviewed Peer reviewed
Direct linkDirect link
Wronowski, Meredith; Urick, Angela – Educational Policy, 2021
The purpose of this study is to examine changes in teachers' perception of their work during key periods of the accountability and assessment policy movement in the United States. We utilize a teacher perception of deprofessionalization and demoralization framework operationalized using the restricted Schools and Staffing Surveys data sets from…
Descriptors: Teacher Attitudes, Teacher Motivation, Teacher Morale, Accountability
Examining the Relationship of Teacher Perception of Accountability and Assessment Policies on Teacher Turnover during NCLB
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wronowski, Meredith L.; Urick, Angela – Education Policy Analysis Archives, 2019
The purpose of this study is to determine the relationship between teachers' perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized…
Descriptors: Federal Legislation, Educational Legislation, Accountability, Educational Policy
The Disheartened Teacher: Living in the Age of Standardisation, High-Stakes Assessments, and No Child Left Behind (NCLB)
Peer reviewed Peer reviewed
Direct linkDirect link
Rubin, Daniel Ian – Changing English: Studies in Culture and Education, 2011
There has been a universal movement towards government-regulated standardisation and high-stakes assessment. In the United States, this has resulted in the No Child Left Behind Act (2001). Because of the predominant focus on high-stakes reading and writing assessments required by NCLB, teachers in the subject area of English/Language Arts (ELA)…
Descriptors: Educational Change, High Stakes Tests, Standardized Tests, Educational Legislation
Teachers' Attitudes toward Merit Pay: Examining Conventional Wisdom.
Peer reviewed Peer reviewed
Ballou, Dale; Podgursky, Michael – Industrial and Labor Relations Review, 1993
According to data from the 1987-88 Schools and Staffing Survey (56,000 public and 1,500 private school teachers), those in districts with merit pay are not demoralized or hostile toward it. Teachers of disadvantaged and low achieving students support it. Private school teachers favor it more than public school teachers do. (SK)
Descriptors: Merit Pay, Private Schools, Public Schools, Teacher Attitudes
Perceptions and Attitudes of Business and Marketing Education Teachers in the United States: Schools and Staffing Survey Results.
PDF on ERIC Download full text
Ruhland, Sheila K.; Everett, Donna R. – 1995
Data were collected on the demographic characteristics, educational backgrounds, and perceptions/attitudes of the approximately 1,429 business and marketing education teachers who were among the subsample of 3,538 vocational teachers and total sample of 56,051 public school teachers who participated in the 1990-91 Schools and Staffing Survey.…
Descriptors: Business Education, Business Education Teachers, Distributive Education, Job Satisfaction