The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?.
By Joseph C. Berryhill, J. A. Linney, J. Fromewick. 2009
167 citations recorded by the source corpus.
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.
Subfields: Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/a130f7e1842774388c7a3ae06e7ed9589662437e
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Citations in the corpus
- Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, background): “These researchers also found that school support for educational policy had positive effects on self-efficacy which was negatively related to emotional exhaustion (Berryhill et al. 2009).”
- Teacher Wellbeing During a Pandemic: Surviving or Thriving? (2020, background): “As Berryhill et al. (2009) conclude, “making changes in individuals when the system is part of the problem leaves basic structures intact and is unlikely to affect the problem ... policymakers should consider making changes for teachers rather than in teachers” (p. 9).”