School testing culture and teacher satisfaction Smith, William C. and Holloway, Jessica 2020, School testing culture and teacher satisfaction, Educational Assessment, Evaluation and Accountability, vol. 32, pp. 461-479, doi: 10.1007/s11092-020-09342-8. Attached Files Name Description MIMEType Size Downloads Title School testing culture and teacher satisfaction Author(s) Smith, William C. Holloway, Jessica orcid.org/0000-0001-9267-3197 Journal name Educational Assessment, Evaluation and Accountability Volume number 32 Start page 461 End page 479 Total pages 9 Publisher Springer Science and Business Media LLC Place of publication New York, N.Y. Publication date 2020-11 ISSN 1874-8597 1874-8600 Keyword(s) Teacher satisfaction Accountability Testing culture Teacher appraisal TALIS Summary Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction. Language eng DOI 10.1007/s11092-020-09342-8 Indigenous content off Field of Research 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30146806 Document type: Journal Article Collections: Faculty of Arts and Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Link to full-text (open access)     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 12 Jan 2021, 14:10:34 EST Wed, 13 Jan 2021, 04:05:30 EST Wed, 20 Jan 2021, 15:38:28 EST Thu, 21 Jan 2021, 05:04:21 EST Fri, 22 Jan 2021, 16:26:32 EST Fri, 22 Jan 2021, 16:28:23 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 36 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 20 Jan 2021, 15:38:28 EST

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