Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools.

Autor/inn/en	Finnigan, Kara S.; Gross, Betheny
Titel	Do accountability policy sanctions influence teacher motivation? Lessons from Chicago's low-performing schools.
Quelle	In: American educational research journal, 44 (2007) 3, S. 594-629Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207306767
Schlagwörter	Empirische Untersuchung; Interview; Bildungspolitik; Interview; Lehrer; Motivation; Schule; Schulleistung; USA; Bildungspolitik; Datenanalyse; Schule; Lehrer; Schulleistung; Motivation; Datenanalyse; Rechenschaftslegung; Chicago, Ill.; USA
Abstract	The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers' responses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4