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ERIC Number: EJ1158911
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0305-764X
The Influence of High-Stakes Testing on Teacher Self-Efficacy and Job-Related Stress
Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye
Cambridge Journal of Education, v47 n4 p513-531 2017
In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the "High Stakes Testing on Self-Efficacy and Teacher Stress Survey" from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers' job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A