Perceptions of Teacher Motivation in Public Schools: From NCLB to Common Core

Sonya R Webb, Angela R. Williams

Abstract


This study examined how educational accountability reforms (No Child Left Behind and Common Core State Standards Initiative) impact teacher work motivation in public schools.  Participants included public school teachers from both urban and rural schools.  Descriptive statistics determined the motivation levels of teachers and qualitative thematic analysis addressed the perceived impact of education accountability reforms on work motivation.

Commonly identified factors perceived as positive impacts were receiving support of more highly qualified teachers and being mandated to place more emphasis on preparing students for the workforce.  Commonly identified factors perceived as negative impacts were the pressure of achieving Adequate Yearly Progress (AYP), increase in student testing, universality of standards, and public view of teacher effectiveness.

 


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