Show simple item record

dc.contributor.advisorCaldwell, Corrinne A.
dc.creatorConway, Channing Craig
dc.date.accessioned2020-10-21T14:27:09Z
dc.date.available2020-10-21T14:27:09Z
dc.date.issued2011
dc.identifier.other864885232
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1005
dc.description.abstractThis study examined the morale of fifteen teachers in a Mid Atlantic State Public School System after the implementation of restructuring per the corrective action continuum mandated by the No Child Left Behind federal legislation. Per the legislation, schools which fail to meet Adequate Yearly Progress (AYP) for six consecutive years were required to select one of the suggested school restructuring options. These options were: replace most of the school personnel, including the principal; convert the school in to a charter school; release the control of the school to the state department of education; or contract the services of an outside agency to operate the school. The participants in this case study consisted of fifteen faculty members; five faculty members who remained at the study school, five faculty members who were displaced from the study school and five turnaround teachers who were newly assigned to the study school. As qualitative studies focus on `How' and `Why' questions, it was appropriate to utilize this type of framework as the researcher identified and explored how the morale of the faculty changed after the implementation of the restructuring process. The results of this study show only one of 15 of the study participants expressed that the implementation of the restructuring at the two study schools yielded a positive change in faculty morale. On the contrary, 14 of 15 study participants felt the restructuring process, as carried out in both study schools, had a negative impact on employee morale. Additionally, study participants indicted both study schools as having more of a positive climate prior to the implementation of restructuring as all of the interviewed subjects reported the restructuring process negatively impacted the student body, their parents and the entire school community.
dc.format.extent161 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Administration
dc.subjectConsequences
dc.subjectEmployee
dc.subjectMorale
dc.subjectRestructuring
dc.subjectSchool
dc.subjectUnintended
dc.titleSchool Restructuring and Employee Morale: Unintended Consequences of Involuntary Transfers
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberGross, Steven Jay
dc.contributor.committeememberJordan, Will J.
dc.description.departmentEducational Administration
dc.relation.doihttp://dx.doi.org/10.34944/dspace/987
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-21T14:27:09Z


Files in this item

Thumbnail
Name:
Conway_temple_0225E_10779.pdf
Size:
599.9Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record