A comparative study of teacher perceptions of instructional challenges in Beijing and Michigan

The purpose of the study was to describe how teachers perceive high stakes testing, changing students, work conditions and political factors influencing classroom instruction. The focus was on how teachers in Beijing and Michigan perceive these challenges influencing classroom instruction. Using a mixed-method approach, this comparative study examined teacher perceptions of the influences to determine commonalities and differences between the two countries. This study promotes an understanding of educator perceptions on a global scale and the findings of this study will help educators understand issues and challenges facing today's teachers.;Literature on organizational (educational history and reform) and cultural considerations (geographic, social, environmental and economic) in Beijing and Michigan provided the framework for analysis. A thorough investigation into each of the four teaching factors, central to this study, was also completed.;A dominant-less dominant approach was utilized in this exploratory design where a quantitative cross-sectional survey supported the evidence found in qualitative focus group interviews. A focus group was conducted at a school in each country to investigate how teachers perceive the aforementioned challenges, and to triangulate data. A survey was administered to teachers at four sites in Beijing and four sites in Michigan. Beijing schools were recommended as top performing schools by the Confucius Institute at Michigan State University; Michigan schools were chosen based on their selection by the U.S. News and World Report as a top performing school.;During focus group interviews, there were no obvious differences between Beijing and Michigan teachers' perceptions of the four challenge areas. Both groups mentioned the importance of high stakes testing, the disparity between schools, a changing society where technology and family life have altered student motivation, and educational reform that has brought governmental control to curriculum and assessment. Surveys indicated a significant difference between Beijing and Michigan teacher perceptions in the areas of high stakes testing and work conditions. Both of these categories were perceived to be of more influence to Beijing teachers.;The differences discovered between the countries were based on union influence, political conditioning, and accountability in the midst of education reform. Beijing teachers have no union representation, while Michigan teachers rely heavily on unions. The cultural context of the two countries played a role in the study. In Michigan, all students have the same opportunity for an education while in China; students were tracked to special needs schools, vocational, or college preparatory schools. Michigan teachers perceived a loss of academic freedom caused by compliance with NCLB (2001) and trying to achieve the goal of educating all students in the same setting. Beijing teachers, teaching under the influence of the 9th Reform of the Five Year Plan, perceived an influence from the role parents play in their child's education and the importance of testing in the Chinese society. Reform efforts are making headway into the classroom. Additionally, accountability issues showed differences in the area of high stakes testing. Although teachers and schools in Beijing and Michigan face pressure to prepare students, the accountability of students differed. Beijing students' academic future depends upon their performance. In Michigan, students are not held accountable; it is the educational institution that faces possible sanctions.