Why Do Some Educators Use Fear Appeals?

• In Event: Fear Appeals: What Are They and What Happens When Educators Use Them?

Abstract

Objectives or purposes: In the fourth paper, we examine the broader educational context that may predict a teacher’s use of “negative instructional practices,” namely Fear Appeals (von der Embse, Schoemann, Wicoff, Kilgus, & Bowler, 2015). The primary goals of this study are (1) to identify test-related instructional practices as a function of the context of instruction and (2) provide a nuanced understanding of the psychological and instructional impact of accountability policies.
Perspectives or Theoretical Framework: School districts have increasingly turned to student test performance on high-stakes tests as a way of evaluating teacher quality and effectiveness (Pianta & Hamre, 2009). There may be increased pressure to engage in counterproductive teaching practices (e.g., teaching to the test, narrowing of curricular offerings, reduced instructional depth, and targeting instruction only to students whose test scores are likely to improve) in hopes of improving student test performance (Menken, 2006). Given the weight placed upon student test performance in personnel evaluation, there is a need to examine relevant predictors of teacher stress and its effect on instructional practices.
Methods: The present study was a single wave distribution of an online assessment of teacher stress and instructional practices. Participants were recruited from an email database provided by the state Department of Education. The survey was distributed via an online system (Qualtrics) over the course of two weeks, approximately three weeks prior to administration of the annual statewide test. Participants completed measures of test stress, use of fear appeals, test attitudes and teaching practices. All survey assessments were counterbalanced to avoid order effects.
Data Sources: A total 7,281 teachers in K-12 public schools were included in the final analysis.
Results and substantiated conclusions: Structural equation modeling of data supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. The use of test scores within personnel evaluations was a significant predictor of test stress and subsequent use of fear appeals. Teachers who reported higher values in accordance with test score use were less likely to engage in negative instructional practices.
Scientific of scholarly significance of the work: This study builds upon past theoretical models (e.g., cognitive-appraisal model, job demands-resources model; Bakker, & Demerouti, 2007; Larazus et al., 1985) and integrates environmental demands (i.e., use of test scores for job evaluation) and individual appraisals of stress. Educators with self-concordant motivation are more able to cope with high demands by reappraising a threat (e.g., high-stakes test) in a non-threatening manner (e.g., use of test to inform instruction; Tadic et al., 2013). Results from this study support this assertion, as teachers with low perceptions of test value are more likely to teach to the test and use fear appeals with their students. Teachers who are emotionally supported are less likely to use fear appeals and more likely to utilize best practices in instruction leading to improved student outcomes.

Authors

• Wendy Symes, Ludwig-Maximilians-Universität München

• Dave Putwain, Edge Hill University