Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era

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Abstract

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 whether students’ standardized test scores were used as a component of either a teacher’s formal teacher evaluation or compensation, as well as whether teachers worked in a Race to the Top state. Additional school- and teacher-level predictors included percentage minority teachers and students, urbanicity of the school, teacher grade band, years teaching experience, and annual base salary. The study’s findings include statistically significantly yet small, negative correlations between teaching in a RTTT Phase I or II state at the time of the survey and teachers’ perceptions of their school-level influence, curricular autonomy, and pedagogical autonomy. In addition, the use of SGM measures in teacher evaluation, compensation, or both, statistically significantly negatively predicted both teachers’ pedagogical and curricular autonomy, as well as job satisfaction. These findings are consistent with previous studies that found teachers’ classroom autonomy and job satisfaction to be lessened post-NCLB (Crocco & Costigan, 2007; Faulker & Cook, 2006; Huss & Eastep, 2011).

 

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How to Cite
Wright, K. B., Shields, S. M., Black, K., Banerjee, M., & Waxman, H. C. (2018). Teacher perceptions of influence, autonomy, and satisfaction in the early Race to the Top era. Education Policy Analysis Archives, 26, 62. https://doi.org/10.14507/epaa.26.3449
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Author Biographies

Kim B. Wright, Texas A&M University

Kim Wright is a research associate in the Education Research Center in the College of Education and Human Development at Texas A&M University in College Station, Texas. Wright is also a third-year Ph.D. student in the Department of Teaching, Learning and Culture at Texas A&M University. Wright’s research interests include the development of teachers’ data literacy, the impacts of teacher evaluation policy on teaching practice, and preservice STEM teacher preparation.

Samantha M. Shields, Texas A&M University

Samantha Shields is a graduate assistant for curriculum development in the Center for Teaching Excellence at Texas A&M University in College Station, Texas. Shields is also a third-year Ph.D. student in the Department of Teaching, Learning and Culture at Texas A&M University. Shields’ research interests include the recruitment and retention of STEM students, as well as STEM faculty development.

Katie Black, Texas A&M University

Katie Black is an instructor in the Department of Child Development at Blinn College, in Bryan, Texas. Black is also a third-year Ph.D. in the Department of Teaching, Learning and Culture at Texas A&M University. Black’s research interests include preservice teachers who begin their education at the community college level, the impact and designs of teacher education at the community college level, and the community college-university transfer process for students who wish to complete a four-year degree in education.

Manjari Banerjee, Texas A&M University

Manjaree Banerjee is a graduate teaching assistant in the Department of Teaching, Learning and Culture at Texas A&M University in College Station, Texas. Banerjee is also a second-year Ph.D. student in the Department of Teaching, Learning and Culture at Texas A&M University. Banerjee’s research interests include STEM teacher professional learning and teachers’ technology use.

Hersh C. Waxman, Texas A&M University

Hersh Waxman is a Professor in the Department of Teaching, Learning, and Culture (TLAC), Director of the Texas A&M University Education Research Center, and Co-Director of the Center of Mathematics and Science Education. Waxman’s research interests include teacher and school effects, classroom learning environments, and students at risk of failure.