The purpose of this study was to determine elementary school teachers’ perceptions of No Child Left Behind and its effect on teachers’ morale. Teachers from four elementary schools within the same educational corporation of a Midwestern state (N = 39) were surveyed. The mean perception score among the participants was 44.7 (SD = 6.4), indicating that the teachers have unfavorable perceptions of No Child Left Behind. Results also revealed a relationship between teachers’ years of experience and their perceptions (r = -.342). School climate also appeared to be related to teachers’ perceptions. Forty-six percent of the participants agreed, to some extent, that ramifications of No Child Left Behind had negatively affected their morale, while nearly 80 percent of the participants indicated that they considered leaving the profession because of ramifications brought about by the act. Implications for the profession may include establishing ways in which teachers can encourage and support fellow colleagues, recognizing and addressing students’ most basic needs, and developing and implementing authentic experiences that may ensure curricula are not limited by the testing requirements of No Child Left Behind.
Deniston, Richard D. and Gerrity, Kevin W.
"Elementary School Teachers’ Perceptions of No Child Left Behind and Its Effect on Morale,"
2, Article 4.
Available at: http://opus.ipfw.edu/spe/vol5/iss2/4