School of Education
Doctor of Education (EdD)
Adequate Yearly Progress, Annual Measurable Progress, Middle School, Teacher Morale, Title I
Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Elementary and Middle and Secondary Education Administration | Teacher Education and Professional Development
Lyons, Jennifer, "The Impact of Title I Designation on Teacher Morale in Middle Schools" (2017). Doctoral Dissertations and Projects. 1450.
The purpose of this quantitative causal-comparative study was to determine the impact on Title I designation on teacher morale of middle school, grades 6 through 8, English and math teachers in school districts in Virginia. The study focused on two research questions using the Purdue Teacher Opinionaire. A Mann-Whitney U test was conducted to determine if there is a difference in the morale of middle school English and math teachers in Title I versus non-Title I designated schools, and a Kruskal-Wallis test was conducted to determine if there is a difference in the morale of middle school English and math teachers in rural, suburban, and urban Title I designated schools. Participants took the Purdue Teacher Opinionaire in February. The participants were chosen based on the type of middle school, Title I and non-Title I schools, geographical locations of the schools, content taught, math and English, and the grade level taught (grades 6 through 8). The Mann-Whitney U and Kruskal-Wallis tests were conducted to determine if a statistically significant difference exists between teacher morale in Title I and non-Title I middle school math and English teachers and to determine if a geographical location, rural, urban, and suburban, has lower teacher morale among Title I middle school math and English teachers.