Graduation Semester and Year

2015

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Ifeoma Amah

Abstract

This case study explores the perspectives of stakeholders at a diverse, suburban elementary school regarding the Texas Educational Accountability Rating system. Specifically, it seeks to understand how they perceive the campus rating of Met Standard to have influenced the daily practices and campus culture of their school, and to understand what factors seem to have influenced the formation of these perceptions. Using the organizational theory of loose coupling as a lens, interviews with 15 participants provide a narrative that demonstrates how the campus rating negatively affects teacher stress levels and teacher morale. Realtor ratings are identified as a primary catalyst for low teacher morale, and punitive student consequences are identified as a primary catalyst for high teacher stress. However, high levels of efficacy and self-determination persist, largely due to the campus leader. A potential plan inspired by the work of the Texas Public Education Visioning Institute is set forth as appropriate next steps for creating transformative, positive change at the legislative level.

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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