Teachers working in refurbished high schools in North Carolina have a greater sense of job satisfaction than their peers in traditional high schools in the state, according to a recent study by the Center for Teaching Quality.
The study looked at more than 50 high schools that, with the help of an $11 million grant from the Bill and Melinda Gates Foundation, were either newly created as early-college high schools or redesigned to provide smaller learning communities.
The researchers found that teachers in these schools were significantly more positive than other teachers when asked about issues of trust and support, teacher-empowerment, and collaboration in their schools. They were also more likely to find value and relevance in their professional development activities.
The study suggests that the smaller layout of these schools, coupled with clearly conceived and communicated academic programs, gave the teachers a stronger sense of community and shared goals.
Read “Teaching and Learning Conditions Improve High School Reform Efforts”
A version of this article appeared in the March 01, 2008 edition of Teacher PD Sourcebook