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.
|Commitee:||Buckley, Phillip, Puchner, Laurie|
|School:||Southern Illinois University at Edwardsville|
|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|
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