Date of Award
Summer 8-2007
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum, Instruction, and Special Education
Committee Chair
Dr. Dana Thames
Committee Chair Department
Curriculum, Instruction, and Special Education
Committee Member 2
Dr. Beth Richmond
Committee Member 2 Department
Curriculum, Instruction, and Special Education
Committee Member 3
Dr. Mary Beth Evans
Committee Member 3 Department
Curriculum, Instruction, and Special Education
Committee Member 4
Dr. Rose Jones
Committee Member 4 Department
Curriculum, Instruction, and Special Education
Abstract
The purpose o f this qualitative study was to explore the experiences of five public school elementary teachers in a southwestern state required to meet mandates of the No Child Left Behind Act of 2001, and to determine if the Act impacted their job satisfaction. A case study research design was conducted between November 2006 and February 2007. Data was collected through observation, interviews, which were tape-recorded, and documents. Data was analyzed by using categorical aggregation, direct interpretation, pattern establishment, and naturalistic generalization. Results indicated that: a) teachers do what they think is best in their classrooms regardless o f the NCLB Act; b) buffers, such a collegiality, relieve the stress of expectations and requirements imposed by outside influences; c) teachers tend to teach to the NCLB Act test; and d) job satisfaction is unaffected individually by the NCLB Act.
Copyright
2007, Shelly Annette Robinson
Recommended Citation
Robinson, Shelly Annette, "LEGISLATIVE ACCOUNTABILITY: EFFECTS ON K-12 TEACHER JOB SATISFACTION" (2007). Dissertations. 1230.
http://aquila.usm.edu/dissertations/1230
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons