@article{ref1,
title="Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis",
journal="Education and urban society",
year="2010",
author="Byrd-Blake, M. and Afolayan, M. O. and Hunt, J. W. and Fabunmi, M. and Pryor, B. W. and Leander, R.",
volume="42",
number="4",
pages="450-472",
abstract="This study tested how well Fishbein and Ajzen’s Theory of Reasoned Action predicted the attitudes and morale of urban teachers in high poverty schools under the pressures of the No Child Left Behind Act (NCLB). NCLB forced local administrators to target schools that had not made adequately yearly progress (AYP) for two or more consecutive years. Teachers from 4 schools in an urban school district in Southern Illinois were surveyed under the scope of the theory of reasoned action. Quantitative and qualitative results were analyzed to determine that the pressure of NCLB adversely affected teachers’ morale.<p />",
language="",
issn="0013-1245",
doi="10.1177/0013124510362340",
url="http://dx.doi.org/10.1177/0013124510362340"
}