Heuristic Descriptive Case Study of Math and Language Arts Teachers' Past and Current Experiences in the Implementation of the Missouri Learning Standards

Abstract

Teacher retention and attrition continues to be relevant areas of concern for school districts as many reports are surfacing correlating the performance of students with the attrition rate of teachers. The focus of measuring teacher effectiveness based on the results of standardized test may be one factor increasing attrition causing added stress to teachers. This descriptive case study was conducted in a Midwestern school district utilizing in-depth multiple data to examine the relationship of teachers’ stress levels before the introduction of the Common Core State Standards, during the transition of the standards, and after their implementation with a focus on the teachers’ intention to leave or stay. The central questions were: (1) What experiences are described by math and language arts teacher narratives regarding the implementation of the Missouri Learning Standards? (2) How do math and language arts teachers perceive the support of school leadership in the implementation of the Missouri Learning Standards? The findings supported the reviewed literature in that school leadership plays a vital role in supporting teachers in implementing new standards, but only in the capacity teachers and leaders can control. Implications for practice and recommendations for further research are included.