Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB
Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB
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检查 NCLB 期间教师对问责制的看法与教师流动率评估政策之间的关系
DOI：
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发表时间：
2019
影响因子：
0.4
通讯作者：
Angela Urick
中科院分区：
文献类型：
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作者：
Meredith L. Wronowski;Angela Urick
这项研究的目的是确定教师对其工作的感知、他们离开当前职位的意图以及他们在美国联邦问责政策时代达到顶峰时实现的离职之间的关系。这项研究使用了教师对国家教育统计中心的学校和人员配置调查以及教师跟踪调查的答复所体现的教师非职业化和士气低落的框架。我们使用两个相互竞争的结构方程模型检验了非职业化和士气低落与离职的关系，其中教师将问责政策作为他们聘用决定的一个因素，而那些没有这样做的教师则是如此。我们发现，与士气低落相关的教师焦虑和压力对两组教师的离职意向都有显著的预测作用。然而，教师的担忧和压力只是一个重要的预测因素，预示着教师会离开这一职业，转学到那些将问责政策作为聘用决定因素的教师中。这些发现表明，教师对问责政策的感知、对其工作条件的感知与离职之间存在一定的关系。随着美国从不让一个孩子掉队的时代过渡到《每个学生成功法案》的实施，这些结果对政策制定者和教育领导人具有重要意义。
The purpose of this study is to determine the relationship between teachers’ perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers leaving the profession and moving schools in teachers who cite accountability policies as a factor in their employment decision. These findings demonstrate a relationship between teachers’ perceptions of accountability policies, perception of their working conditions, and turnover. These results have important implications for policy makers and educational leaders as the U.S. transitions from the No Child Left Behind era to the implementation of the Every Student Succeeds Act.