Teacher Perceptions of the Texas Education Agency

This mixed methods explanatory sequential study examined teacher perceptions of the Texas Education Agency (TEA) and the factors shaping those perceptions. The study was guided by three research questions: (1) What are teacher perceptions of the Texas Education Agency? (2) How are variables such as political leaning, years of experience, and state takeover related to teacher perceptions of the agency? and (3) How do individual cognition, organizational context, and policy signals influence teacher perceptions of the TEA? Quantitative data were collected from 281 classroom teachers across Texas using Likert-scale survey instruments, followed by qualitative focus groups designed to elaborate on and explain quantitative findings. Ordinal logistic regression analyses were conducted to examine relationships among key variables, while qualitative data were analyzed through thematic coding. The study was grounded in Spillane, et. al.’s sensemaking framework, which informed interpretation of how educators construct meaning around policy and accountability initiatives. Findings revealed an overall critical perception of the TEA among participants, with political orientation and years of experience showing relationships to perception. Qualitative data further highlighted issues of distrust, disconnection, and overreach as central to how teachers interpret state policy actions. These results contribute to understanding the complex dynamics between educators and state agencies and emphasize the need for more transparent and collaborative policy implementation.