The Relationship Between Attitudes Toward the "No Child Left Behind" Law and Perceived Levels of Burnout Among Teachers in Berrien County, Michigan
type: CreativeWork
description: The purpose of this research study was to explore the extent to which variations in the three subscales of the Maslach Burnout Inventory (MBI) are influenced by teachers' attitude toward the No Child Left Behind (NCLB) Act. This study also examined the extent to which years of teaching experience and class size influence differences in reported levels of burnout. Method: Teacher perception of the NCLB Act and how it contributes to teacher burnout in this study was examined by utilizing two instruments. First was the MBI-ES instrument which captures a three-dimensional profile of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment. Second, the No Child Left Behind survey focused on four components of the NCLB that may contribute to burnout: Teachers' perception of standardized testing, pressure felt by teachers to improve test scores, standardized test effect on instructional practices, and teachers' opinions of NCLB and its adequate yearly progress. Teachers' years of teaching experience and the class size as it relates to small, average, or large class sizes were also examined to determine how they influenced differences in reported levels of burnout. Descriptive statistics, multivariate analysis of variance, and canonical correlation were employed to analyze the data. Results: The results of the teachers' attitudes toward the No Child Left Behind survey indicated the following: 1. Over 50% or more of the respondents indicated a negative response to the effectiveness of standardized testing. 2. Over 50% or more of the respondents reported feeling pressure from the following entities, namely: (a) The State Department of Education; (b) The No Child Left Behind Act; (c) The U.S. Department of Education; (d) the newspaper media; and (e) The Local School District Administration. Also, 50% or more of the teachers indicated that they put pressure on themselves to improve test scores. 3. Over 50% or more of the respondents agreed that the …
abstract: The purpose of this research study was to explore the extent to which variations in the three subscales of the Maslach Burnout Inventory (MBI) are influenced by teachers' attitude toward the No Child Left Behind (NCLB) Act. This study also examined the extent to which years of teaching experience and class size influence differences in reported levels of burnout. Method: Teacher perception of the NCLB Act and how it contributes to teacher burnout in this study was examined by utilizing two instruments. First was the MBI-ES instrument which captures a three-dimensional profile of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment. Second, the No Child Left Behind survey focused on four components of the NCLB that may contribute to burnout: Teachers' perception of standardized testing, pressure felt by teachers to improve test scores, standardized test effect on instructional practices, and teachers' opinions of NCLB and its adequate yearly progress. Teachers' years of teaching experience and the class size as it relates to small, average, or large class sizes were also examined to determine how they influenced differences in reported levels of burnout. Descriptive statistics, multivariate analysis of variance, and canonical correlation were employed to analyze the data. Results: The results of the teachers' attitudes toward the No Child Left Behind survey indicated the following: 1. Over 50% or more of the respondents indicated a negative response to the effectiveness of standardized testing. 2. Over 50% or more of the respondents reported feeling pressure from the following entities, namely: (a) The State Department of Education; (b) The No Child Left Behind Act; (c) The U.S. Department of Education; (d) the newspaper media; and (e) The Local School District Administration. Also, 50% or more of the teachers indicated that they put pressure on themselves to improve test scores. 3. Over 50% or more of the respondents agreed that the …
author: George, Carmen
keywords: Education, Educational Psychology
date published: 2014-01-01T08:00:00Z
date modified: 2026-07-24T00:52:58Z
provider: Andrews University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Andrews University