The Relationship Between Teachers' Attitudes Toward Aspects of No Child Left Behind and Moral Reasoning as Measured by The Defining Issues Test

Abstract

The purpose of this study was to examine the relationship between teachers' attitudes toward aspects of No Child Left Behind and their moral reasoning as measured by the Defining Issues Test (DIT). Specifically, this study examined teachers' beliefs about the quality of instruction in our public schools since the passing of NCLB, teacher's beliefs about how NCLB has changed teacher attitudes toward their jobs and their professions, their beliefs about the effectiveness of AYP sanctions in bringing about school improvement, and their beliefs about the overall effects of NCLB on public education. Results of the study indicated no relationship between teachers' attitudes toward NCLB and DIT P-scores. In spite of the fact that here were some interesting findings related to Stage 2/3 scores and Stage 4 scores and teachers' attitudes toward NCLB mandates, it is not likely that the results of this study show real implications. Lack of findings was due to several limitations including small sample size, multiple analyses performed on DIT statistics, and low reliability of the NCLB Attitude Survey.