Teacher Stress, School Climate, and Teaching Practices in the Age of High-Stakes Testing

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

Educational accountability policies have increased the importance placed upon high-stakes test performance. However, little is known regarding the stress experienced by educators in response to these policies. The purposes of this investigation were twofold: (1) the development of the Educator Test Stress Inventory, and (2) evaluation of a structural model of school climate, teaching practices, and teacher stress. A total of 8,084 educators in a Southeastern state participated in this study. An exploratory factor analysis and confirmatory factor analysis with a split sample supported a two-factor model of teacher test stress. This study is an important first step in establishing a reliable and valid measure of teacher stress and better understanding the impact of high-stakes testing and educational accountability policies.

Authors

• Nathaniel Paul von der Embse, East Carolina University

• Stephen Kilgus, East Carolina University