In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased, teacher satisfaction decreased from the planning year to first year of implementation. We conclude by considering the implications of these findings for magnet school success in creating staff culture and climate that are more likely to support successful magnet implementation.

在这项研究中，我们研究了在最近获得联邦资助以减少少数群体隔离的两所最近改建的小学中实施磁性学校的教师观点。我们使用了2年的数据，这些数据涉及教师对磁铁计划的满意度，准备和实施的看法。令人惊讶的是，我们发现随着参与度和准备意识的增强，从计划年度到实施的第一年，教师满意度下降。最后，我们考虑了这些发现对磁铁学校成功创建员工文化和氛围的意义，这些文化和氛围更可能支持磁铁​​成功实施。