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Relation of High Stakes Teacher Evaluation Implementation in Hawai?i to Teacher Satisfaction
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DeSoto, Desire Aguste – ProQuest LLC, 2018
High-stakes teacher evaluations (HSTEs) in public education influence millions of students and teachers across the U.S. Currently, there is a dearth of published quantitative research that shows the relation of HSTEs to teacher job satisfaction. The purpose of this quasiexperimental quantitative study was to determine if implementation of HSTEs in…
Descriptors: High Stakes Tests, Teacher Evaluation, Public Education, Job Satisfaction
The Impact of Performance Ratings on Job Satisfaction for Public School Teachers
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Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li – American Educational Research Journal, 2017
Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…
Descriptors: Teacher Evaluation, Public School Teachers, Job Satisfaction, State Programs
Teacher Perceptions of Influence, Autonomy, and Satisfaction in the Early Race to the Top Era
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Wright, Kim B.; Shields, Samantha M.; Black, Katie; Banerjee, Manjari; Waxman, Hersh C. – Education Policy Analysis Archives, 2018
In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers' perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were…
Descriptors: Teacher Attitudes, Teacher Influence, Professional Autonomy, Job Satisfaction
On the Frontline of CCSS Implementation: A National Study of Factors Influencing Teachers' Perceptions of Teaching Conditions and Job Satisfaction
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Endacott, Jason L.; Collet, Vicki; Goering, Christian Z.; Turner, Ronna; Denny, George S.; Wright, Ginney; Jennings-Davis, Jennifer – Cogent Education, 2016
The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these…
Descriptors: Common Core State Standards, Program Implementation, Teacher Attitudes, Teaching Conditions
A Study of North Carolina Technology Teacher Evaluation Practices and Job Satisfaction
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Olah, Dean Anthony – ProQuest LLC, 2013
Defining and measuring teacher effectiveness is one of the most hotly debated topics in public education today. The "No Child Left Behind" Act placed considerable emphasis on high quality teaching standards, making it a focal point of study among educators, administrators, and curriculum developers. Recruitment and retention of high…
Descriptors: Teacher Effectiveness, Teacher Competencies, Elementary Secondary Education, Technology Integration
Building a School Leadership Programme: An American Paradox of Autonomy and Accountability
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Reyes-Guerra, Daniel; Russo, Marianne R.; Bogotch, Ira E.; Vásquez-Colina, Maria D. – School Leadership & Management, 2014
School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university-school district…
Descriptors: Accountability, Institutional Autonomy, Leadership Training, Program Development