Table of Contents
ISRN Education
Volume 2014 (2014), Article ID 790179, 12 pages
Research Article

Comparison of Teacher Motivation for Mathematics and Special Educators in Middle Schools That Have and Have Not Achieved AYP

George Mason University, Fairfax, VA 22030, USA

Received 15 November 2013; Accepted 5 January 2014; Published 4 March 2014

Academic Editors: F. Jimenez, B. Marlow, W.-C. Shih, and G. Sideridis

Copyright © 2014 Margaret E. King-Sears and Pamela H. Baker. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Mathematics and special educators who taught in middle schools that had or had not made Adequate Yearly Progress (AYP) were surveyed to compare their motivation across three domains on a Teacher Motivation Survey: Work Environment, Professional Identity, and Career Satisfaction. Educators from schools who had met AYP reported a significantly better Work Environment, also referred to as collective efficacy, than that of educators from schools that had not met AYP. There were no statistically significant differences for special or mathematics educators, whether from a school that had or had not met AYP. Other results from the Teacher Motivation Survey are presented, including qualitative analyses from open-ended queries in the survey. Implications for expanding this research as well as more immediate applications and actions for school administrators are noted.