Education Reform Strategies: Will They Increase Teacher Commitment?

Abstract

Most current attempts at education reform have been subject to little evaluation and even less critical analysis, auguring poorly for prospects of improving either the intervention or the teacher work force itself. In the present paper, I argue for the necessity of such research and analysis. With data gathered from two reform efforts--minimum competency testing and career ladders--I illustrate ways in which policy intervention may affect teachers' academic success with students and their sense of teaching efficacy and commitment. I conclude with a brief discussion of the aims of policy research and specific policy recommendations.