Educational research quarterly 

About: Educational research quarterly is an academic journal. The journal publishes majorly in the area(s): Higher education & Academic achievement. It has an ISSN identifier of 0196-5042. Over the lifetime, 703 publications have been published receiving 9986 citations.

The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism

Abstract: The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was little association between curriculum autonomy and job satisfaction. It was also demonstrated that as general teacher autonomy increased so did empowerment and professionalism. Also, as job satisfaction, perceived empowerment, and professionalism increased on-the-job stress decreased, and greater job satisfaction was associated with a high degree of professionalism and empowerment. The results of this study also indicate that autonomy does not differ across teaching level (elementary, middle, high school). A common link that appears when examining teacher motivation, job satisfection, stress (burnout), professionalism, and empowerment is teacher autonomy (Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996). Much of the research that has examined these constructs and their relationships has revealed one thing in common: the need for teachers to have autonomy (Erpelding, 1999; Jones, 2000; Wilson, 1993). Autonomy seems to be emerging as a key variable when examining educational reform initiatives, with some arguing that granting autonomy and empowering teachers is an appropriate place to begin in solving the problems of today's schools (Melenyzer, 1990; Short, 1994). Recognizing teaching as a profession and developing professional teachers has also been set forth as a possible solution. If teachers are to be empowered and exalted as professionals, then like other professionals, teachers must have the freedom to prescribe the best treatment for their students as doctors/lawyers do for their patients/clients; and the freedom to do such has been defined by some as teacher autonomy Although the link to the aforementioned constructs has been repeatedly demonstrated, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results as studies directly pertaining to teacher autonomy are few in number, particularly when developing appropriate measures since autonomy is difficult to operationalize (e.g., Pearson & Hall. 1993). Constructs Related to Teacher Autonomy There is a plethora of research that has examined the intrinsic and extrinsic motivation of teachers. Intrinsic factors for teachers include the desire to help students achieve, the desire to make a difference in society, and the sense of accomplishment felt when they see a student learn; extrinsic factors for teachers include pay. non-monetary fringe benefits, and recognition of performance (Ashbaugh, 1982; DeJesus, 1991; Dinham & Scott, 1996; Farrar. 1981; Firestone & Pennell, 1993, Picard, 1986; Porter. 1993; Swanson & Koonce, 1986) Overall, "Intrinsic rewards are much more powerful for motivating teachers than are extrinsic rewards, such as merit pay" (NIE. 1981, p.2i and the body of research tend to support this notion. Brown ( 1996) found three major reasons (all intrinsic) why teachers leave the profession: the need for personal growth, the desire for a philosophy of education, and a lack of respect and recognition for their efforts In contrast, Sarafoglu ( 1997) also found intrinsic reasons why teachers stay in the profession: a love of learning, a love of children, resilience, collegiality, and reflectivity While the majority of research supports the use of intrinsic rewards to motivate teachers, both teachers and principals fell that their greatest need deficiencies were security and autonomy (Nero, 1995) Autonomy is one facet of teacher motivation (Khmelkov, 2000, Losos, 2000, White, 1992), therefore, a presentation of the related motivational factor of teacher job satisfaction is essential. …

Educator burnout: Sources and consequences.

Abstract: Several research studies have examined the problem of educator burnout. None, however, have attempted to develop and test a comprehensive model of both the sources and consequences of burnout. This study offers a model and tests it with a population of 339 randomly sel ected elementary and secondary teachers. Sources of burnout were found to include a combination of the individual's unmet expectations and jobconditions of low participation in decision making, high levels of roleconflict, a lack of freedom and autonomy, absence of social support networks, and, inconsistent reward and punishment structures. Burnout consequences included intention to leave teaching, absenteeism, lessened effort, and lower quality of personal life.

Research on School Attendance and Student Achievement: A Study of Ohio Schools

Abstract: There have been many discussions and debates on student achievement in Ohio. The increased accountability expectations by parents and state legislators initiated the use of the statewide Ohio Proficiency Tests, which have set standards for measuring how much students have learned in grades 4, 6, 9, and 12. Even though some of the grade levels for giving the test will soon change, achievement will continue to be monitored and reported to the public through the School District and Building Local Report Cards distributed to students’ families annually. Many factors play a role student achievement, directly and indirectly. Some of those variables can be controlled to a certain degree by students, parents, and educators, i.e., testing climate, and curriculum. Other factors are much more difficult to affect, such as socioeconomic conditions.The objective of this study is for educators to gain knowledge and insight concerning the relationship of student attendance and student achievement. That is, this study will examine school buildings in Ohio housing grades four, six, nine, and twelve, and the results of the Ohio Proficiency Tests taken by students in those grade levels. Student achievement based on those tests will be compared with their attendance averages to see if a positive correlation exists between school attendance and student achievement. The Ohio Department of Education (2000) reports student attendance performance averages by school district and building on its web site and within the information printed in the Local Report Card sent to parents. A state standard of 93 percent annual attendance average has been established by ODE as the minimum attendance average for each school building. Reviewing school district and school building information from the ODE web site indicates 79 percent of the public schools in Ohio have met or exceeded the state attendance standard during the 1998-99 school year. This benchmark is one of many criteria used to evaluate school district and building performance in the state of Ohio.

A Comparison of Beginning and Experienced Teachers' Concerns.

Abstract: Over the past thirty years, numerous studies confirmed that new teachers do not have the requisite knowledge to understand the complex interrelationships among management, behavior, and academic tasks. An important missing piece in the literature is how the concerns of experienced teachers differ from those cited by beginning teachers. Based on previous research, this study compares beginning and experienced teachers' concerns with respect to managing classroom behavior, dealing with time constraints and work load, parent interactions, and academic preparation. This paper examines these complex relationships by comparing a national sample of beginning teachers to a national cross-section of experienced teachers to ascertain if beginning teachers' concerns diminish with experience. Significant differences were found on the Classroom Management and Parent Interaction scales while no differences were found on the Academic Preparation and Time Management scales. This study points to a number of issues important to teacher educators responsible for preparing candidates for initial certification as well as to school district personnel responsible for mentoring new teachers and strengthening professional development for in-service teachers. Theoretical Framework Three in-depth reviews of thie literature offer a comprehensive examination of preservice to inservice teacher transition over the past thirty years. Veenman (1984) analyzed eighty-three international empirical studies to identify the most serious problems of beginning teachers. A problem was defined as a difficulty that beginning teachers encounter in the performance of their work, which hinders the achievement of intended goals. Beginning teachers were defined as teachers who had not yet completed three years of teaching after receiving initial teacher certification. Veenman culled fifteen of the most serious problems and classified and rank ordered them according to tiieir importance. The eight most serious problems that new teachers reported in order of importance were as follows: classroom discipline, motivating pupils, dealing with individual differences, assessing pupils' work, relations with parents, organization of class work, insufficient materials and supplies, and dealing with problems of individual pupils. The next seven in rank order were as follows: heavy teaching load resulting in insufficient preparation time; relations with colleagues; planning of lessons and schooldays; effective use of different teaching methods; awareness of school policies and rules; determining learning level of students; and tied for fifteenth knowledge of subject matter, burden of clerical work, and relations with principals/administrators. Veenman' s ( 1987) continued work added several more studies to the data base, bringing the total number of studies to one hundred. The eight most serious problems remained the same, although the rank order changed stightly. Insufficient materials and supplies traded rank order witii organization of classwork in this second group of studies. Kagan (1992) examined forty "learning to teach" studies published or presented between 1987 and 1991. Twenty-seven of the studies dealt with preservice teachers; thirteen, with first-year or beginning teachers. All forty studies were naturalistic and qualitative in methodology. This group of studies confirmed that preservice teachers enter teacher education programs with personal beliefs about images of good teachers, images of themselves as teachers, and memories of themselves as students. These personal beliefs and images of preservice teachers remain unchanged by their teacher certification programs and follow them into classroom practica student teaching, and inservice teaching. Thus, new teachers approach the classroom with pre-conceived personal beliefs about teaching and students. This lack of change in attitudes and beliefs translates to a classroom reatity that does not meet their expectations. …