Comparison of Teacher Motivation for Mathematics and Special Educators in Middle Schools That Have and Have Not Achieved AYP

Abstract

Mathematics and special educators who taught in middle schools that had or had not made Adequate Yearly Progress (AYP) were surveyed to compare their motivation across three domains on a Teacher Motivation Survey: Work Environment, Professional Identity, and Career Satisfaction. Educators from schools who had met AYP reported a significantly better Work Environment, also referred to as collective efficacy, than that of educators from schools that had not met AYP. There were no statistically significant differences for special or mathematics educators, whether from a school that had or had not met AYP. Other results from the Teacher Motivation Survey are presented, including qualitative analyses from open-ended queries in the survey. Implications for expanding this research as well as more immediate applications and actions for school administrators are noted.

What can we learn from the Atlanta cheating scandal?

“…For example, students with disabilities represent a significant portion of the total student population in U.S. public classrooms. However, research indicates that many teachers and principals may be underprepared to effectively meet their needs (King-Sears & Baker, 2014; DiPaola & Walther-Thomas, 2003; Villani, 2006). Conversely, when students are in classrooms with strong instructional and emotional support, they can attain academic achievement on par with their classmates (Hamre & Pianta, 2005).…”

“…Teacher preparation programs must help prepare teachers to be competent and confident in carrying out evidence-based practices that support all students in classroom instruction and testing season, and they must understand the laws that drive these practices (King-Sears & Baker, 2014). While general and special education teacher preparation programs historically have been prepared in separate pathways, we recommend that all teaching candidates be given course and field-based opportunities to foster knowledge about evidence-based practices and an understanding of school law and current educational policies for all students (Pugach & Blanton, 2009).…”