An examination of factors influencing teachers' compliance/noncompliance with the Illinois Abused and Neglected Child Reporting Act

Clark-Jones, Francine

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https://hdl.handle.net/2142/20801 Copy

Description

Title

An examination of factors influencing teachers' compliance/noncompliance with the Illinois Abused and Neglected Child Reporting Act

Author(s)

Clark-Jones, Francine

Issue Date

1992

Doctoral Committee Chair(s)

Anderson, James D.

Department of Study

Education

Discipline

Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Education, Sociology of
• Education, Administration
• Political Science, General
• Sociology, Public and Social Welfare

Language

eng

Abstract

• "In 1973, teachers were mandated by the Illinois Abused and Neglected Child Reporting Act (ANCRA) to report ""reasonable causes to believe"" abuse and neglect has occurred to students with whom they come in contact. Yet, there are a number of incidents in which suspected abuse and neglect by teachers go unreported each year. These situations constitute instances of noncompliance with the ANCRA. Local written school policies reflect the ANCRA directives and act a guide to teachers in their decisions to report abuse and neglect."
• "This research investigated factors that influence teachers' compliance and/or noncompliance with the ANCRA. Teachers' compliance with the ANCRA was viewed as a measure of implementation, while noncompliance was viewed as nonimplementation. The Mazmanian and Sabatier's (1981) Implementation Framework and Coombs's (1981) noncompliance paradigm provided theoretical guidance to the study. Compliance and noncompliance reports from 1985-1990 by 71 teachers from two school sites were collected on the Teachers Questionnaire on Abuse and Neglect Reporting (TQRAN). Additionally, the TQRAN collected data on 21 vignettes examining the accuracy of teachers ""intentions to report."""
• "Some of the study's variables significantly related to reporting or nonreporting include: clear understanding of general policy requirements, teachers' understanding of situations of protection provided by policy, teachers' disagreement with the act of reporting to achieve policy goals, and teachers' distaste for reporting actions. Also significant was age of teachers (older teachers) and teachers' negative perceptions of DCFS. These two variables decreased the likelihood of reporting abuse and neglect accurately. Significant differences between the two schools were noted on the variable of ""never suspected"" abuse and neglect."
• Some of the study's conclusions are: (a) there is a gap between teachers' knowledge and reporting, (b) the ANCRA currently lacks authority to guide teachers' reporting, (c) enforcement of current sanctions are necessary, (d) reporting may not always be perceived in the child's best interest, and (e) a principal's active leadership in reporting is crucial in the implementation of the ANCRA.

Type of Resource

text

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http://hdl.handle.net/2142/20801

Copyright and License Information

Copyright 1992 Clark-Jones, Francine

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