Several recent studies have examined the
impacts of No Child Left Behind (NCLB) on school operations and student
achievement. This study complements that work by investigating the law’s
impacts on teachers’ perceptions of their work environments and related
job attitudes, including satisfaction and
commitment to remain in teaching.
Using four waves of the nationally
representative
Schools and Staffing Survey, which cover the period
from 1994 to 2008, the researchers document overall trends in teacher attitudes
across
this time period and take advantage of differences
in the presence and strength of prior state accountability systems and
differences in likely impacts on high- and
low-poverty schools to isolate NCLB effects.
Perhaps surprisingly, the study
shows positive
trends in many work environment measures, job
satisfaction, and commitment across the time period coinciding with the
implementation
of NCLB, but there is no evidence that teacher job satisfaction or commitment has changed in response to NCLB.
The researchers find, however, relatively modest
evidence of an impact of NCLB accountability itself.
There is some
evidence that
the law has negatively affected perceptions of
teacher cooperation but positively affected feelings of classroom
control and
administrator support.
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