The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators i...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2017-03, Vol.37 (3), p.312-331
Main Authors: von der Embse, Nathaniel P., Schoemann, Alexander M., Kilgus, Stephen P., Wicoff, Maribeth, Bowler, Mark
Format: Article
Language:English
Subjects:
Accountability
Anxiety
educational accountability
Educational Policy
Educational psychology
High stakes testing
High Stakes Tests
Merit Pay
Occupational stress
Public School Teachers
Quality of education
Structural Equation Models
Teacher Attitudes
Teacher Effectiveness
Teacher Evaluation
Teacher evaluations
teacher stress
Teacher Surveys
Teaching
Teaching Methods
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Summary:The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2016.1183766