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.

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