NCLB and teacher morale: No biggie

NCLB and teacher morale: No biggie
A new report from the American Educational Research Association investigates NCLB's impact on teacher perceptions of work environments and related attitudes, including satisfaction and commitment to remain in teaching. Using four iterations of the Schools and Staffing Survey from 1994 to 2008, it documents overall trends in teacher attitudes and uses the presence and strength of prior state accountability systems, as well as likely impacts on high- and low-poverty schools, to isolate NCLB's effects. Researchers documented substantial changes in job satisfaction and job commitment since implementation of NCLB, though not negatively, as has been argued elsewhere. For example, while teacher hours have increased, so have feelings of classroom control and perceptions of support from peers, administrators, and parents. They found some indication of negative effects on perceptions of teacher cooperation, but also potentially offsetting positive effects on perceptions of administrator support and classroom control. "Simply stated, our results do not support media accounts, academic reports, or policy rhetoric that portray NCLB as undermining teacher morale and intent to remain in the profession," the authors write. They concede it's possible that NCLB is only beginning to have substantive impact on teachers as states fully implement the law and its sanction provisions; future research can test this as newer data become available. More

Source:  Public Education News Blast

Published by LEAP

Los Angeles Education Partnership (LAEP) is an education support organization that works as a collaborative partner in high-poverty communities.

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