On the Front Lines of Common Core State Standards Implementation: A National Study of Factors Influencing Teachers’ Perceptions of Teaching Conditions and Job Satisfaction

• In Event: Roundtable Session 28
  In Roundtable Session: Policy, Social, and Organizational Contexts of Teachers

Abstract

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.

Authors

• Jason L. Endacott, University of Arkansas

• Vicki S. Collet, University of Arkansas at Fayetteville

• Christian Zachary Goering, University of Arkansas

• George S. Denny, University of Arkansas

• Ginney Wright, University of Arkansas

• Jennifer Jennings-Davis, University of Arkansas