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首页> 外文OA文献 >DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT
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DEVELOPMENT OF AN INSTRUMENT TO MEASURE K-12 TEACHER DEMORALIZATION IN A TEST-BASED ACCOUNTABILITY CONTEXT

机译：在基于测试的问责制背景下测量K-12教师脱身率的仪器的开发

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The purpose of this study was to develop an instrument to measure K-12 teacher demoralization. An increasing body of literature has labeled modern education policies as having a demoralizing effect on teachers (Darling-Hammond u26 Rustique-Forrester, 2002; Noddings, 2004; Ryan u26 Brown, 2005; Nichols u26 Berliner, 2007; Santoro, 2011; Hargreaves, Braun, u26 Gebhardt, 2013). Teacher demoralization has been defined as a teacher’s “inability to access the moral rewards of teaching” (Santoro, 2011, p. 3). Data was collected from a population of K-12 educators through cognitive interviews (n=6) and a large scale data collection analyzed with a principal component analysis (n=430) in an effort to determine which constructs should be included in the measurement of teacher demoralization. Feedback on the survey instrument was incorporated in an iterative process at each stage of data collection. Results revealed that the theory of teacher demoralization should include two factors: teacher dispositions and feelings of demoralization. The current study failed to find strong evidence of convergent validity with teacher burnout and self-determination need thwarting; however, results suggest that emotional exhaustion and autonomy need thwarting are moderately related to teacher demoralization. Evidence of discriminant validity in relation to teacher self-efficacy was found; however, other discriminant validity evidence was inconclusive. This study extends the literature by providing the first attempt to measure the phenomenon of teacher demoralization. Future studies should continue to refine the instrument of teacher demoralization, and can use this instrument as one way to examine the impact of policy on teachers.
机译：这项研究的目的是开发一种衡量K-12教师士气低落的工具。越来越多的文献将现代教育政策标记为对教师具有消极影响（Darling-Hammond，2002； Noddings，2004； Ryan，Brown，2005； Nichols，柏林； 2007； Santoro，2011）。 ; Hargreaves，Braun， u26 Gebhardt，2013）。教师的士气低落被定义为教师的“无法获得教学的道德奖励”（Santoro，2011年，第3页）。通过认知访谈（n = 6）从一群K-12教育工作者中收集数据，并使用主成分分析（n = 430）对大规模数据收集进行分析，以努力确定哪些结构应包括在对K-12教育者的测量中。老师士气低落。在数据收集的每个阶段，对调查工具的反馈都包含在迭代过程中。结果表明，教师士气低落的理论应包括两个因素：教师的性格和士气低落的感觉。当前的研究未能找到强有力的证据证明收敛的效度与教师的倦怠和自决需要受到阻碍；然而，研究结果表明，情绪疲惫和自主权的挫败与教师的士气低落有关。发现与教师自我效能感有关的判别效度证据；但是，其他判别有效性证据尚无定论。本研究通过提供首次尝试来衡量教师士气低落的现象而扩展了文献范围。未来的研究应继续完善教师士气低落的工具，并将其用作检验政策对教师的影响的一种方法。

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    Carlson-Jaquez Heather A;

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