期刊
TEACHING AND TEACHER EDUCATION
卷 59, 期 -, 页码 492-502出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2016.07.013
关键词
High stakes testing; Educational accountability; Teacher stress; School climate
This study examined the relationship of test-based accountability policies on teacher stress and school climate across four states in the United States. Structural equation modeling of data from 6428 teachers found that increased accountability pressure predicted increased stress in the environment, curriculum related stress, teacher stress in general, and teacher stress specific to testing. Increased accountability pressures were associated with more negative student-to-student relationships, which were also associated with increased teacher stress. This study provides evidence across multiple states that test-based accountability policies may have a negative relationship with school climate and teacher stress. Implications for practice and research are discussed. (C) 2016 Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据