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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.

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Title School testing culture and teacher satisfaction
Author(s) Smith, William C.
Holloway, JessicaORCID iD for 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

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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.