Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions

Tatiana Austin, Rachel Roegman

Research output: Contribution to journalArticlepeer-review

Abstract

In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the planning year to first year of implementation. We conclude by considering the implications of these findings for magnet school success in creating staff culture and climate that are more likely to support successful magnet implementation.

Original languageEnglish (US)
JournalEducation and Urban Society
DOIs
StateAccepted/In press - 2021

Keywords

  • educational reform
  • school choice
  • teachers

ASJC Scopus subject areas

  • Education
  • Urban Studies

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