" UNDERSTANDING EFFICIENCY AND THE TEACHER QUALITY MOVEMENT THROUGH THE LENS OF INSTITUTIONAL THEORY"

Abstract

t has been argued that the focus on teacher quality represents what is needed to provide an excellent education and the attainment of true efficiency in education (with both cost and quality taken into consideration). Unfortunately, what has been mentioned only paints one side of the picture. This article provides commentary on the teacher quality movement by using institutional theory to help interpret persistent problems facing the field of education. Specifically, K-12 education has become accustomed to reform churn, yet substantive outcomes remain largely the same. Special attention will be given to teacher certification and value-added measurement within the broader context of teacher quality. Barriers to improvement for both areas are discussed.