EXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHIND

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dc.contributor.advisorBradshaw, Amy
dc.contributor.authorMickel, Natasha
dc.contributor.committeeMemberGarn, Gregg
dc.contributor.committeeMemberHouser, Neil
dc.contributor.committeeMemberGreene, Barbara
dc.contributor.committeeMemberCrowson, Howard
dc.date.accessioned2015-05-20T17:15:00Z
dc.date.available2015-05-20T17:15:00Z
dc.date.issued2015-05-08
dc.date.manuscript2015-05-08
dc.description.abstractThis study examined teachers’ autonomy, teachers’ motivation, teachers’ self-efficacy, and teachers’ perceptions of state mandated testing, in the context of NCLB. The research design included an online survey that combined Likert-type questions of each construct, followed by six one-on-one interviews that provided a greater depth to support the survey results. Participants included 561 Oklahoma Middle School teachers. The scales that measured each construct were correlated to identify whether any significant relationships were present. An independent t-test and ANOVA was also used to identify whether demographic variables affected teachers’ perceptions of state mandated testing. Results indicated that significant correlations exist between teacher autonomy, teacher motivation, teacher self-efficacy, and teachers’ perceptions of state mandated testing. Results also showed that participants who administered end of instruction exams reported significantly higher (more positive) perceptions of state mandated testing than those who did not. Additionally, the analysis indicated that among the constructs, the strongest correlation was found between teacher general autonomy and teacher perception of state mandated testing. Further research is necessary to learn more about the complex relationships between the constructs.en_US
dc.identifier.urihttp://hdl.handle.net/11244/14635
dc.languageen_USen_US
dc.subjectTeacher Motivation, Teacher Self Efficacy, Teacher Perceptionsen_US
dc.thesis.degreePh.D.en_US
dc.titleEXPLORING TEACHERS’ AUTONOMY, SELF EFFICACY, MOTIVATION, AND PERCEPTIONS OF STATE MANDATED TESTING IN THE CONTEXT OF NO CHILD LEFT BEHINDen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US
shareok.nativefileaccessYesen_US

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