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ERIC Number: EJ1101407
Record Type: Journal
Publication Date: 2016
Pages: 29
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-1558-2159
Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions
Torres, A. Chris
Journal of School Choice, v10 n2 p171-199 2016
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)