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Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Policies

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Bibliographic Details
Title: Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Policies
Language: English
Authors: von der Embse, Nathaniel P., Sandilos, Lia E., Pendergast, Laura, Mankin, Ariel
Source: Grantee Submission. 2016.
Peer Reviewed: Y
Page Count: 42
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B130013
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Stress Variables, Teaching Conditions, Self Efficacy, Job Satisfaction, Teacher Attitudes, Accountability, Standardized Tests, Structural Equation Models, Hypothesis Testing, Learner Engagement, Classroom Techniques, Correlation, High Stakes Tests, Teacher Responsibility, Public School Teachers, Elementary Secondary Education, Teacher Surveys, Likert Scales
Abstract: Educator stress has been linked to decreased job satisfaction, negative instructional practices, and poor student outcomes. However, it is unknown whether educators with high teaching efficacy may better cope with the test stress. As such, the primary purpose of the present investigation was to examine the complex relationship between teacher self-efficacy, teacher stress related to testing, and job satisfaction. Structural equation modeling was used to evaluate the hypothesized relationships within a sample of 1,242 teachers in one state in the Southeastern United States. Results indicated a significant influence of self-efficacy in student engagement and self-efficacy in classroom management on the relationship between sources of stress and job satisfaction, as well as efficacy in classroom management on the relationship between manifestations of stress and job satisfaction was also identified. These initial findings underscore the importance of supporting teacher self-efficacy to reduce stress associated with high-stakes accountability policies and increase job satisfaction. Implications and directions for future research will be discussed. [This paper was published in "Learning and Individual Differences" v50 p308-317 2016.]
Abstractor: As Provided
Number of References: 57
IES Funded: Yes
Entry Date: 2017
Accession Number: ED578430
Database: ERIC
Description
Abstract:Educator stress has been linked to decreased job satisfaction, negative instructional practices, and poor student outcomes. However, it is unknown whether educators with high teaching efficacy may better cope with the test stress. As such, the primary purpose of the present investigation was to examine the complex relationship between teacher self-efficacy, teacher stress related to testing, and job satisfaction. Structural equation modeling was used to evaluate the hypothesized relationships within a sample of 1,242 teachers in one state in the Southeastern United States. Results indicated a significant influence of self-efficacy in student engagement and self-efficacy in classroom management on the relationship between sources of stress and job satisfaction, as well as efficacy in classroom management on the relationship between manifestations of stress and job satisfaction was also identified. These initial findings underscore the importance of supporting teacher self-efficacy to reduce stress associated with high-stakes accountability policies and increase job satisfaction. Implications and directions for future research will be discussed. [This paper was published in "Learning and Individual Differences" v50 p308-317 2016.]