On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction

Cogent Education

Jennifer Jennings-Davis¹  Jason L. Endacott²  Ginney Wright²  Ronna Turner²  George S. Denny²  Christian Z. Goering²  Vicki Collet² 

[1] University of Arkansas - Fort Smith;University of Arkansas;

关键词: common core state standards;    educational leadership;    education reform;    educational change;   

DOI  :  10.1080/2331186X.2016.1162997

来源: DOAJ

【 摘 要 】

The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these efforts is the perceptions and experiences of the teachers who will ultimately employ CCSS in the classroom. This survey study examined teachers’ views of CCSS implementation, teaching conditions, collaboration, and job satisfaction. Factor analysis revealed that the openness and activeness of school leadership had a significant effect on teachers’ perceptions of implementation, suggesting that attention to these aspects of leadership is an important consideration during transition to CCSS.

【 授权许可】

Unknown