ABSTRACT
TEACHERS’ RESPONSES TO HIGH-STAKES ACCOUNTABILITY
IN TITLE I ELEMENTARY SCHOOLS: A MIXED METHODS STUDY
Natasha A. Vernaza
Barry University, 2009
Dissertation Chairperson: Dr. Victoria A. Giordano

The purpose of this study was to investigate the responses of third grade reading
and mathematics classroom teachers to high-stakes accountability policy in Florida’s
Title I elementary schools. Principles of Ford’s (1992) Motivational Systems Theory
were used to guide the study. Teachers’ context and capability beliefs regarding external
and personal factors that may have contributed to their ability to comply with high-stakes
accountability policy were examined, as well as the means by which they believed they
were capable of being held accountable for students’ high-stakes test performance. Using
a triangulation mixed methods design, an on-line survey consisting of open- and closedended
items was used with a sample of 68 respondents in Broward and Palm Beach
County.

A significant difference existed in the percentages of third grade teachers
exhibiting negative, neutral-variable, or positive context beliefs and weak, moderatevariable,
or strong capability beliefs. However, teachers’ context and capability beliefs
did not significantly differ according to highest level of educational degree held or years
of full-time teaching experience. Also, the percentages of teachers exhibiting each level
of context and capability beliefs did not significantly differ according to either of these
two variables.

Open-ended survey responses elucidated teachers’ needs for additional
instructional resources and professional development topics that they believed could
contribute to their improved instruction of the Florida Sunshine State Standards.
Qualitative data also elucidated teachers’ perceptions regarding their own instructional
abilities, as well as their beliefs regarding the need for contingency-based accountability,
accountability for student growth, and instructional accountability.

Overall findings imply that the respondents believed they were competent
individuals who had the skills needed to function effectively in implementing instruction
of the Standards. However, their lack of confidence in their Title I school contexts to
facilitate their goal attainment hindered them from effectively carrying out instruction,
and, subsequently, achievement of Florida’s A+ policy measures. Survey data inform the
provision of professional development and instructional resources in Title I, third grade
classrooms, and emphasize the need for policymakers to include teachers as stakeholders
that have a voice in improving the A+ Plan so that they can assume greater responsibility
for the policy.