The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good?

Abstract

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.

Teacher judgements, student social background, and student progress in primary school: a cross-country perspective

“…Hence, teachers could be expected to have more incentive to judge student achievement accurately in systems in which they are held accountable for their work. However, there is also empirical evidence showing that accountability policies can go hand in hand with higher levels of teacher stress and decreased self-efficacy (e.g., Berryhill et al 2009;Jerrim and Sims 2022), which might offset the expected positive effects on motivation and effort.…”

Understanding Teacher Well-Being During the Covid-19 Pandemic Over Time: A Qualitative Longitudinal Study

“…Making changes in individuals when the system is part of the problem leaves basic structures intact, and outcome behaviors are mostly addressed. It is critical that researchers and policymakers consider changes for teachers rather than in teachers (Berryhill et al, 2009).…”

The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being

“…However, we also believe the field needs additional research that empirically examines teachers' assertions that increased stress can be attributed at least partially to the shifting education policy climate. As noted above, Kyriacou (2001) called for research on the impacts of education policies on teacher wellbeing 20 years ago; however, most of the current research exploring education policy's impact on teachers narrowly focuses on teachers' perceptions of education policies (e.g., Berryhill, Linney, & Fromewick, 2009;Conley, Muncey, & You, 2005;Smith & Kovacs, 2011). Both the AFT and Gallup surveys cited above, for example, only provide insights into teachers' perceptions of the causes and triggers of stress and diminished working conditions.…”