Citation

Byrd-Blake M, Afolayan MO, Hunt JW, Fabunmi M, Pryor BW, Leander R. Educ. Urban Soc. 2010; 42(4): 450-472.

Copyright

(Copyright © 2010, SAGE Publishing)

DOI

10.1177/0013124510362340

PMID

unavailable

Abstract

This study tested how well Fishbein and Ajzen’s Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years. Teachers from 4 schools in an urban school district in Southern Illinois were surveyed under the scope of the theory of reasoned action. Quantitative and qualitative results were analyzed to determine that the pressure of NCLB adversely affected teachers’ morale.