The Impact of High-Stakes Testing on Morale Levels of Middle School Teachers in Southeast Georgia

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dc.contributor.author Walsh, Nicholas Lee
dc.coverage.spatial Georgia en_US
dc.date.accessioned 2025-06-13T16:47:00Z
dc.date.available 2025-06-13T16:47:00Z
dc.date.issued 2025-06-28
dc.identifier.other e427c0b7-4c99-4a04-8b5a-d78d37e97bd7 en_US
dc.identifier.uri https://hdl.handle.net/10428/7459
dc.description.abstract The purpose of this quantitative study was to examine teacher morale among middle school teachers with and without a Georgia Milestones End-of-Grade Assessment based on content area and grade level. Teacher morale is significant because it has a major impact on student achievement. A descriptive research design using an abbreviated version of “The Purdue Teacher Opinionnaire” was employed to answer the research questions. Descriptive statistics and ANOVA were used to analyze the data. The findings of this study included the following: First, teacher morale scores varied between the GMAS and No GMAS groups, with limited statistically significant findings; however, notable patterns emerged from the descriptive data. Second, significant differences were found in teacher morale among grade-level groups. Seventh-grade teachers scored significantly higher than teachers in grades six and eight. Third, while teacher morale scores differed across content areas, only limited significant results were found. Significant interaction effects between content areas and GMAS emerged in specific subjects, and descriptive data revealed meaningful patterns. Fourth, participating teachers demonstrated moderate to moderately high morale levels regardless of content area, grade level, or GMAS presence. Because only limited evidence of significant differences was found regarding the direct impact of GMAS presence and content area on teacher morale, further research with a larger sample size is recommended. The implications of the study are discussed, and suggestions for future research are provided. en_US
dc.format.extent 1 electronic record. PDF/A document, 192 pages, 4397866 bytes. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed. en_US
dc.subject Education en_US
dc.subject Educational leadership en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Teacher morale en_US
dc.subject Middle school teachers en_US
dc.subject Teachers--Job satisfaction en_US
dc.subject Education--Evaluation en_US
dc.subject Educational tests and measurements en_US
dc.subject Academic achievement en_US
dc.subject Testing--Standards en_US
dc.subject Motivation in education en_US
dc.subject Education--Research en_US
dc.subject Public schools en_US
dc.subject Public schools--Georgia en_US
dc.subject Middle school education en_US
dc.title The Impact of High-Stakes Testing on Morale Levels of Middle School Teachers in Southeast Georgia en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Hsiao, E-Ling
dc.description.committee Hartsell, Taralynn
dc.description.committee Hill, Laverne
dc.description.degree Ed.D. en_US
dc.description.major Curriculum, Leadership & Technology en_US


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