Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis

Autor/inn/en	Byrd-Blake, Marie; Afolayan, Michael O.; Hunt, John W.; Fabunmi, Martins; Pryor, Brandt W.; Leander, Robert
Titel	Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis
Quelle	In: Education and Urban Society, 42 (2010) 4, S.450-472 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510362340
Schlagwörter	Urban Schools; Urban Teaching; Poverty; Federal Legislation; Educational Improvement; Teacher Morale; Teacher Attitudes; Teacher Surveys; Intention; Self Efficacy; Self Concept; Teaching Methods; Illinois + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Armut; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study tested how well Fishbein and Ajzen's Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years. Teachers from 4 schools in an urban school district in Southern Illinois were surveyed under the scope of the theory of reasoned action. Quantitative and qualitative results were analyzed to determine that the pressure of NCLB adversely affected teachers' morale. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10