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ERIC Number: EJ898886
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-1555-5062
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?
Berryhill, Joseph; Linney, Jean Ann; Fromewick, Jill
International Journal of Education Policy and Leadership, v4 n5 p1-14 2009
Education policies in the United States and other nations have established academic standards and made teachers accountable for improved standardized test scores. Because policies can have unintended effects, in this study we investigated U.S. elementary school teachers' perceptions of their state's accountability policy, particularly its effect on their job engagement. We found support for a path model relating lack of policy support to teacher burnout via two mediators: role conflict and reduced self-efficacy. Results of interviews with a subset of teachers were consistent with the model. We conclude with recommendations to reduce teacher stress in manners consistent with the goals of accountability policies. (Contains 1 figure and 2 tables.)
Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States