The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good?

Authors

  • Joseph Berryhill University of North Carolina at Asheville
  • Jean Ann Linney University of Notre Dame
  • Jill Fromewick Harvard University

DOI:

https://doi.org/10.22230/ijepl.2009v4n5a99

Keywords:

accountability, elementary school teachers, role conflict, teacher efficacy

Abstract

Education policies in the United States and other nations have established academic standards and made teachers accountable for improved standardized test scores. Because policies can have unintended effects, in this study we investigated U.S. elementary school teachers’ perceptions of their state’s accountability policy, particularly its effect on their job engagement. We found support for a path model relating lack of policy support to teacher burnout via two mediators: role conflict and reduced self-efficacy. Results of interviews with a subset of teachers were consistent with the model. We conclude with recommendations to reduce teacher stress in manners consistent with the goals of accountability policies.

Author Biographies

Joseph Berryhill, University of North Carolina at Asheville

Assistant Professor Department of Psychology University of North Carolina at Asheville

Jean Ann Linney, University of Notre Dame

Vice President and Associate Provost

Jill Fromewick, Harvard University

Doctoral Candidate

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Published

2009-06-08

How to Cite

Berryhill, J., Linney, J. A., & Fromewick, J. (2009). The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their Own Good?. International Journal of Education Policy and Leadership, 4(5). https://doi.org/10.22230/ijepl.2009v4n5a99