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Virginia Commonwealth University

1. Carlson-Jaquez, Heather A. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.

Degree: PhD, Education, 2016, Virginia Commonwealth University

The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education policies as having a demoralizing effect on teachers (Darling-Hammond & Rustique-Forrester, 2002; Noddings, 2004; Ryan & Brown, 2005; Nichols & Berliner, 2007; Santoro, 2011; Hargreaves, Braun, & Gebhardt, 2013). Teacher demoralization has been defined as a teacher’s “inability to access the moral rewards of teaching” (Santoro, 2011, p. 3). Data was collected from a population of K-12 educators through cognitive interviews (n=6) and a large scale data collection analyzed with a principal component analysis (n=430) in an effort to determine which constructs should be included in the measurement of teacher demoralization. Feedback on the survey instrument was incorporated in an iterative process at each stage of data collection. Results revealed that the theory of teacher demoralization should include two factors: teacher dispositions and feelings of demoralization. The current study failed to find strong evidence of convergent validity with teacher burnout and self-determination need thwarting; however, results suggest that emotional exhaustion and autonomy need thwarting are moderately related to teacher demoralization. Evidence of discriminant validity in relation to teacher self-efficacy was found; however, other discriminant validity evidence was inconclusive. This study extends the literature by providing the first attempt to measure the phenomenon of teacher demoralization. Future studies should continue to refine the instrument of teacher demoralization, and can use this instrument as one way to examine the impact of policy on teachers. Advisors/Committee Members: James McMillan, Lisa Abrams, Christine Trinter, Jeff Green.

Subjects/Keywords: teacher demoralization; teacher dispositions scale; teacher attrition; test-based accountability policy; teacher burnout; teacher need thwarting; Educational Assessment, Evaluation, and Research; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carlson-Jaquez, H. A. (2016). DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4541

Chicago Manual of Style (16th Edition):

Carlson-Jaquez, Heather A. “DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 19, 2019. https://scholarscompass.vcu.edu/etd/4541.

MLA Handbook (7th Edition):

Carlson-Jaquez, Heather A. “DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT.” 2016. Web. 19 Aug 2019.

Vancouver:

Carlson-Jaquez HA. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Aug 19]. Available from: https://scholarscompass.vcu.edu/etd/4541.

Council of Science Editors:

Carlson-Jaquez HA. DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4541

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