Legislative Accountability: Effects On K--12 Teacher Job Satisfaction

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Curriculum, Instruction, and Special Education

First Advisor

Dana G. Thames

Advisor Department

Curriculum, Instruction, and Special Education


The purpose of 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 of 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.