Analysis of Teachers' Concerns in Selected Alabama Public Schools

Findlay, Hyacinth E.
June 2005
Journal of Instructional Psychology;Jun2005, Vol. 32 Issue 2, p152
Academic Journal
Teachers are held accountable for their students success, yet they generally do not control the curricular decision-making process that affects students' performance. This study sought to ascertain K-12 public school teachers' concerns about five factors that impact curriculum, supervision and instruction: Administration: Collaboration: Work Conditions: Classroom Management, and Commitment to Teaching. A random sample of 250 teachers representing 11 school systems and 22 schools was selected to participate in the study. A two-part questionnaire was designed, pilot tested and used to collect data. The results reflected significant differences in three factors -- trust in administration, collaboration, and commitment to teaching. The investigator concluded that finding solutions to educational problems must begin with dialogue with teachers.


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