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| Autor/in | DuBois, Karen |
|---|---|
| Titel | Identifying Conditions Contributing to Maine Teacher Motivation When Implementing an Educational Mandate: A Correlation Study |
| Quelle | (2018), (147 Seiten)
PDF als Volltext Ph.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-9281-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Teacher Motivation; Teacher Evaluation; Academic Achievement; State Legislation; Educational Legislation; Predictor Variables; Merit Pay; Faculty Development; School Districts; Program Implementation; Maine |
| Abstract | Due to low student academic achievement, state and federal governments continue to implement educational mandates in the hopes of improving American schools and education. This trend continued in the state of Maine in which Governor LePage and the 125th Maine State Legislature in 2012 passed Public Law, Chapter 635, legislative document, (LD) 1858, which required school districts to implement a new teacher evaluation program incorporating student achievement. Examining the effects the three identified variables had on educator motivation allowed valuable information to be acquired in this area for school officials and governments to make informed decisions. The problem under investigation in this study was the continual implementation of educational mandates that have done little to motivate teachers to improve their practice or increase student achievement. The purpose of this quantitative correlation design, using multiple regression modeling analysis, was to measure the level of impact of the predictor variables, pay-for-performance as a motivator, time to implement change, and professional development provided to educators, present in fulfilling the Maine state mandate LD 1858, and how they affect the outcome variable of teacher motivation. The participants in this study included 48 educators from Teacher Incentive Fund-3, Teacher Incentive Fund-4, and non-Teacher Incentive Fund schools located in Maine, having similar demographics. Based on the p-values obtained from the data, the null hypothesis could not be rejected for either of the research questions. There was no overall significant relationship identified between the predictor variables and the outcome variable across district types except for professional development in the TIF-4 district. Professional development in the TIF-4 district was the only predictor variable achieving a p-value which required the null hypothesis to be rejected. A significant relationship could not be found among any combination of predictor variables and the outcome variable for the three district types. Although a relationship could not be found utilizing all district types combined, it is recommended that research continue. The results of individual district types may provide greater insight to educational mandate implementation strategies that do identify a relationship between the predictor variables and motivation. Also, identifying the effects of the process, especially in the TIF-4 districts concerning professional development and increased teacher motivation on student achievement may be the key to positively affecting student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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