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ERIC Number: EJ1172774
Record Type: Journal
Publication Date: 2018-Apr
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress
Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel
Psychology in the Schools, v55 n4 p391-403 Apr 2018
This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers indirectly was related to teachers' professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high-stakes assessments, early elementary teachers reported high levels of stress associated with test-based accountability policies. This study provides data across multiple states that test-based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A