Dissertation/Thesis Abstract

Teacher Perceptions of PERA: Influences on Teacher Morale, Satisfaction, and Motivation
by Foutch, Dustin R., Ed.D., Southern Illinois University at Edwardsville, 2017, 96; 10268172
Abstract (Summary)

This is a qualitative phenomenological study that examines teacher perceptions of the Performance Evaluation Reform Act (PERA). The purpose of this research was to analyze how educators’ perceptions of PERA influenced their workplace satisfaction and willingness to grow and improve. The study explores PERA in the context of neoliberal reform ideology and also through the lens of self-determination theory. Fourteen teachers from Central and Southern Illinois were interviewed and PERA, like other neoliberal education reforms, was shown to have a demotivating influence on the profession.

Indexing (document details)
Advisor: Reeves, Alison
Commitee: Buckley, Phillip, Puchner, Laurie
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 78/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Education Policy, School administration
Keywords: Morale, Neoliberal reform, Pera, Self-determination theory, Teacher evaluation, Teacher motivation
Publication Number: 10268172
ISBN: 978-1-369-82232-8
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy