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dc.contributor.advisorCurs, Bradley R.eng
dc.contributor.authorGwaltney, Kevin Daleeng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on February 25, 2013).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Bradley Curseng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.description"December 2012"eng
dc.description.abstractThis effort: 1) establishes an autonomy definition uniquely tailored for teaching, 2) validates a nationally generalizable teacher autonomy construct, 3) demonstrates that the model describes and explains the autonomy levels of particular teacher groups, and 4) verifies the construct can represent teacher autonomy in other empirical models. The definition was used to construct the Schools and Staffing Survey Scale for Teacher Autonomy (SASS-STA). After construct validation, the SASS-STA was then used to explore autonomy differences between groups of teachers who are differently affected by particular policies and to examine how autonomy may impact teaching's motivating potential. Findings suggest leaders can more effectively increase autonomy levels by creating opportunities for teachers to participate in policy making. Teachers of NCLB assessed subject matters and public school teachers perceived lower levels of autonomy than teachers of non-NCLB assessed disciplines and teachers who worked in charter, and private schools. Also, anecdotal evidence suggested that autonomy may have become more important to teaching's motivating potential among public school teachers since NCLB's implementation.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentxii, 175 pageseng
dc.identifier.oclc872569255eng
dc.identifier.urihttps://hdl.handle.net/10355/33032
dc.identifier.urihttps://doi.org/10.32469/10355/33032eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectteacher autonomyeng
dc.subjectpolicy makingeng
dc.subjectpublic school teacherseng
dc.titleTeacher autonomy in the United States : establishing a standard definition, validation of a nationally representative construct and an investigation of policy affected teacher groupseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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