Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools

By Kara S. Finnigan, B. Gross. 2007

226 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/ad5f86bbd439a9c66e59afa52d92385fd880f0e6

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Citations in the corpus

Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “Aspects of the organizational context—such as whether a school has received accountability sanctions—may also influence teacher motivation to change ( Finnigan & Gross, 2007 ).”
Handbook of Human and Social Conditions in Assessment (2016, background): “…where schools are identified as underperforming) tended to trigger teacher motivation to improve via increased effort and time, new approaches, attendance at professional development workshops, and greater collaboration to address challenges (Finnegan & Gross, 2007; Johnston-Parsons et al., 2007).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “…in working conditions, including teacher morale, efficacy, and locus of control as well as school climate and trust of administrators (Achinstein, Ogawa, & Speiglman, 2004; Craig, 2009; Finnigan & Gross, 2007; Firestone & Pennell, 1993; Lavigne, 2014; Olsen & Sexton, 2009; White & Rosenbaum, 2008).”
Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, background): “As the demands on teacher efficiency have increased, many teachers have elected to “work smarter” ( Finnigan & Gross, 2007 , p.”
The Impact of No Child Left Behind on Teachers' Writing Instruction (2008, background): “While teachers surveyed have noted a loss of motivation in the wake of NCLB, Finnigan and Gross (2007), who investigated the assumption that sanctions will motivate teachers to perform at higher levels, found that teachers’ motivation to increase their efforts on behalf of students decreased in…”
Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies (2010, background): “Recent research suggests that teachers are positively motivated by accountability policies ( Abelmann, Elmore, Even, Kenyon, & Marshall, 1999 ; Finnigan & Gross, 2007 ; Kelley, Heneman, & Milanowski, 2002 ; Mintrop, 2003 ), as a result of their interest in seeing their students succeed and concer”