Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers’ Career Decisions

Abstract

Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs), are becoming well known for a culture of high expectations and seemingly effective yet controversial methods of managing student behavior. While there are many descriptions and critiques of these methods, little is known about how teachers themselves perceive student behavior or disciplinary methods, and how this impacts their career decisions. This exploratory study uses interviews with CMO and non-CMO teachers to describe how their career decisions and sense of success are affected by perceptions of student conduct, support dealing with behavior, and their school's behavioral expectations. Strict disciplinary methods may benefit teachers in creating an orderly environment, but they can also undermine efficacy and increase turnover in schools that have a negative behavioral climate.

Getting Developmental Science Back Into Schools: Can What We Know About Self-Regulation Help Change How We Think About “No Excuses”?

“…Under such a tight, high-stakes accountability system, unrealistic expectations for children’s behavior may contribute to increased frustration, punitive practices, and negative communication, leading to poorer quality relationships between teachers and students, lower levels of emotional support, and heightened stress in the classroom. These factors are likely to exacerbate the problem behavior – not improve it – and lead to increased teacher burn-out and high turn-over in staff (Taylor, 2015; Torres, 2016). Many teachers find it draining to be constantly scanning for and vigilant about rigid behavior expectations (e.g., silent, sitting up straight, hands clasped, always tracking the speaker, etc.…”

“…Many teachers find it draining to be constantly scanning for and vigilant about rigid behavior expectations (e.g., silent, sitting up straight, hands clasped, always tracking the speaker, etc. ), leading to increased negative interactions with students and an overall feeling of failure (Torres, 2016). Torres (2014) found that, after controlling for workload and teacher characteristics, teachers’ perceptions of disciplinary systems were associated with teacher turnover in a sample of New York City Charter Management Organizations (CMOs).…”

A Qualitative Research Synthesis of the “No Excuses” Charter School Model

“…Sampled studies were then assessed for rigor through an evaluation of the congruity between research questions, data collection, analysis, and the presentation and interpretation of findings. The final sample yielded seven journal articles (Golann, 2015(Golann, , 2018Sondel, 2015aSondel, , 2016Torres, 2014Torres, , 2016Torres & Weiner, 2018), one book chapter (Sondel, 2015b), and one dissertation (Graham, 2017) presenting findings developed from five data sets (see Appendix). 2 The sample for this synthesis is drawn from what can best be described as an emergent body of qualitative research literature.…”

“… 2. Torres (2014, 2016) and Torres and Weiner (2018) included data from teachers not specifically in “no excuses” or CMO schools. These data are not included in this synthesis. …”

Pertalian Antara Pengalaman Masteri Dengan Efikasi Kendiri Guru: Regresi-Meta Kajian Keratan Lintang

“…Kepelbagaian pengalaman mengajar di beraneka jenis dan peringkat sekolah seharusnya meningkatkan efikasi kendiri guru. Selain kepelbagaian pengalaman, pengalaman masteri-efikasi kendiri guru juga turut bergantung pada budaya kerja (Klassen et al, 2011;Oettingen, 1995;Pajares, 2007;Torres, 2016). Dalam kalangan guru yang bertugas di lokasi yang budayanya bersifat kolektivis, iaitu yang dikatakan wujud dalam kalangan guru di benua Asia, budaya kekitaan adalah tinggi dan ini mengukuhkan pertalian antara pengalaman masteri dengan efikasi kendiri.…”