High-Stakes Testing and Its Influence on Teacher Self-Efficacy and Job-Related Stress

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-13 - Maximizing Knowledge: Utilizing the Interplay of Rigor, Evidence, Culture, and Achievement to Inform Systems of High-Stakes Accountability

Abstract

The purpose of this mixed methods study was to examine the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy. Data were collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey from a purposeful sample of 145 teachers and during focus group sessions. Assigned subject matter did not influence teacher self-efficacy, but did influence teachers’ job-related stress. A relationship was found to exist between teacher job-related stress and teacher self-efficacy. Lack of time, modifications to curriculum, and testing of special education populations contributed to job-related stress and school leadership and educational triage impacted teacher self-efficacy.

Authors

• Amy Orange, University of Houston - Clear Lake

• Michelle L. Peters, University of Houston - Clear Lake

• Alejandro Gonzalez, Goose Creek Consolidated Independent School District