Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
Bibliographic Data
| ID | 8222181 |
|---|---|
| Authors | Kara S Finnigan (0000-0002-4932-5266, University of Rochester, corresponding author), Betheny Gross (University of Washington) |
| Year | 2007 |
| Volume | 44 |
| Issue | 3 |
| Pages | 594-630 |
| Publication date | 2007-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831207306767 |
| OpenAlex | W2135015695 |
| Language | EN |
| Citations received | 40 |
| References cited | 16 |
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers’ responses
Academic achievement · Accountability · Economics · Expectancy theory · Incentive · Pedagogy · Policy analysis · Political science · Public relations · Qualitative research · Sanctions · Sociology · Unintended consequences · Educational Assessment and Improvement · Psychology · Public Administration · Social Psychology · Teacher Education and Leadership Studies
The Dynamics of Opportunity in America
Prácticas escolares LGTBI+ inclusivas
“Boots on the ground”
Beyond the school building
Organizational conditions and teacher turnover in private schools of United Arab Emirates
Are Exotic Monks Better at Chanting Sutras? Tension and Integration Between Performance-Based Personnel Management and Indigenous Guanxi Culture
Teacher judgements, student social background, and student progress in primary school
School principals' experiences of autonomy and accountability
Understanding the Stakes
Policy Narratives of Accountability and Social-Emotional Learning
The roles of teacher autonomy and personal accountability in explaining Turkish teachers’ job satisfaction
Learning Opportunities about Teaching Mathematics
The Disheartened Teacher
Docencia e Inclusión LGTBIQ
Intrinsic motivation and self-efficacy as pathways to innovative teaching
From the bottom-up
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
Explorando al Interior
Dewey’s liberalisms
The dual economy of schooling and teacher morale in South Africa
Accountability-driven school reform
Teacher professionalization
Exploring the relationship between external and internal accountability in education
Examining Chilean novice principals’ work through the lenses of emotional meaning making
The construction of parents and teachers as agents for the improvement of municipal schools in Chile
Proficiency as Property
Mind the Gap
Happy Professional Development at an Unhappy Time”
Healing Schools
Legislating Instruction in Urban Schools
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
Instructional Coaching
The Ebb and Flow of Social Network Ties Between District Leaders Under High-Stakes Accountability
Do Teacher Financial Awards Improve Teacher Retention and Student Achievement in an Urban Disadvantaged School District
Changes in School Engagement as a Function of No Child Left Behind
Not Seeing Eye to Eye on Frontline Work
High-Stakes Accountability in Social and Political Context
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
Negotiating Implementation of High-Stakes Performance Assessment Policies in Teacher Education
Uma tipologia para a compreensão da avaliação de escolas
| Unique citing works | 40 |
|---|---|
| Citations per year | 2.35 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 40 |