The influence of high-stakes testing on teacher self-efficacy and job-related stress |
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| Authors: | Alejandro Gonzalez Michelle L Peters Amy Orange Bettye Grigsby |
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| Institution: | 1. Alice High School, Alice Independent School District, Alice, TX, USA;2. Research &3. Applied Statistics, School of Education, University of Houston-Clear Lake, Houston, TX, USA;4. Qualitative Research, School of Education, University of Houston-Clear Lake, Houston, TX, USA;5. Educational Leadership, School of Education, University of Houston-Clear Lake, Houston, TX, USA |
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| Abstract: | In the United States, teachers’ job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas school district. Quantitative data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a convenience sample of 145 teachers, while qualitative data were gathered during focus-group sessions at the elementary, middle and high school levels. Findings indicated that assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. Additionally, a relationship was found to exist between teacher job-related stress and teacher self-efficacy. Teachers reported lack of time, modifications to curriculum, and testing of special education populations as contributions to their job-related stress, and school leadership and educational triage as impacting their teacher self-efficacy. |
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| Keywords: | Assigned subject matter high-stakes testing job-related stress mixed methods teacher self-efficacy |
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