High School Teachers Perceptions of School Change and Its Implications for Student Achievement

Abstract

This study sought to determine if there was a relationship between teacher perceptions of educational change and student achievement. Teacher perceptions of change represented the independent variable and the dependent variable consisted of eleventh grade math Texas Assessment of Knowledge and Skills scores, cohort completion rates, and math college readiness scores. The Texas Change and Trust survey was administered to 1,785 certified teachers at 38 high schools. Analysis indicated that community pressure for change and faculty anxiety to change had statistically significant relationships with all dependent variables and that community pressure for change was the best predictor of student achievement.

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