On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction

The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One import...

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Main Authors:	Jason L. Endacott, Vicki Collet, Christian Z. Goering, Ronna Turner, George S. Denny, Ginney Wright, Jennifer Jennings-Davis
Format:	Article
Language:	English
Published:	Taylor & Francis Group 2016-12-01
Series:	Cogent Education
Subjects:	common core state standards educational leadership education reform educational change
Online Access:	http://dx.doi.org/10.1080/2331186X.2016.1162997

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spelling	doaj-c194cc301a8d483e8d0b37ade447d13d2021-02-18T10:11:02ZengTaylor & Francis GroupCogent Education2331-186X2016-12-013110.1080/2331186X.2016.11629971162997On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfactionJason L. Endacott0Vicki Collet1Christian Z. Goering2Ronna Turner3George S. Denny4Ginney Wright5Jennifer Jennings-Davis6University of ArkansasUniversity of ArkansasUniversity of ArkansasUniversity of ArkansasUniversity of ArkansasUniversity of ArkansasUniversity of Arkansas - Fort SmithThe Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these efforts is the perceptions and experiences of the teachers who will ultimately employ CCSS in the classroom. This survey study examined teachers’ views of CCSS implementation, teaching conditions, collaboration, and job satisfaction. Factor analysis revealed that the openness and activeness of school leadership had a significant effect on teachers’ perceptions of implementation, suggesting that attention to these aspects of leadership is an important consideration during transition to CCSS.http://dx.doi.org/10.1080/2331186X.2016.1162997common core state standardseducational leadershipeducation reformeducational change
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Jason L. Endacott Vicki Collet Christian Z. Goering Ronna Turner George S. Denny Ginney Wright Jennifer Jennings-Davis
spellingShingle	Jason L. Endacott Vicki Collet Christian Z. Goering Ronna Turner George S. Denny Ginney Wright Jennifer Jennings-Davis On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction Cogent Education common core state standards educational leadership education reform educational change
author_facet	Jason L. Endacott Vicki Collet Christian Z. Goering Ronna Turner George S. Denny Ginney Wright Jennifer Jennings-Davis
author_sort	Jason L. Endacott
title	On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
title_short	On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
title_full	On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
title_fullStr	On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
title_full_unstemmed	On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
title_sort	on the frontline of ccss implementation: a national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction
publisher	Taylor & Francis Group
series	Cogent Education
issn	2331-186X
publishDate	2016-12-01
description	The Common Core State Standards (CCSS) represent an unprecedented change in American education. As an increasingly integral part of the school accountability movement under No Child Left Behind and Race to the Top, responsibility for implementing CCSS rests largely with school leadership. One important factor in the success or failure of these efforts is the perceptions and experiences of the teachers who will ultimately employ CCSS in the classroom. This survey study examined teachers’ views of CCSS implementation, teaching conditions, collaboration, and job satisfaction. Factor analysis revealed that the openness and activeness of school leadership had a significant effect on teachers’ perceptions of implementation, suggesting that attention to these aspects of leadership is an important consideration during transition to CCSS.
topic	common core state standards educational leadership education reform educational change
url	http://dx.doi.org/10.1080/2331186X.2016.1162997
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On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction

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