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ERIC Number: EJ1138300
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: EISSN-2331-186X
On the Frontline of CCSS Implementation: A National Study of Factors Influencing Teachers' Perceptions of Teaching Conditions and Job Satisfaction
Endacott, Jason L.; Collet, Vicki; Goering, Christian Z.; Turner, Ronna; Denny, George S.; Wright, Ginney; Jennings-Davis, Jennifer
Cogent Education, v3 n1 Article 1162997 2016
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.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top
Grant or Contract Numbers: N/A