A study of teacher perceptions of control and professionalism and their relationship to student achievement

This study attempted to investigate the perceptions of teachers concerning controls placed on them by their state and district administrators and their perceptions of their professional status. It also attempted to investigate whether the perceptions had any relationship to the achievement levels of pupils. A survey instrument was used to assess the perceptions of public school teachers on control and on professionalism. The scores from the surveys were then compared to achievement test scores of the pupils of the teachers. Results indicated that perceptions of high status was an indicator of increased achievement in mathematics and reading. Perceptions of high levels of control by administrators were not positively correlated to achievement in either mathematics or reading. It was concluded that teachers who perceive themselves to have high status as professionals may have higher achieving pupils. Levels of control as perceived by teachers, however, seems to have no relationship to the achievement level of pupils.