Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking.

Ying Zhang,Kwok Kuen Tsang

doi:10.3389/fpsyg.2021.612206

Abstract

Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy.

Highlights

Teaching has been regarded as emotional labor, implying that teachers need to be emotionally committed to nurturing students (Yin et al, 2019)
Based on the criteria above, three items were removed from the Teacher Emotion Inventory (TEI) in the Confirmatory factor analysis (CFA) procedure
The present study showed that performance-based accountability (PBA) is an significant factor with respect to teachers’ joy, sadness/ frustration, anger, and fear, as related to their job of teaching, but not love of their profession

Summary

Introduction

Teaching has been regarded as emotional labor, implying that teachers need to be emotionally committed to nurturing students (Yin et al, 2019). If teachers are charged with positive emotions, their work effectiveness and psychological well-being are enhanced and vice versa (Day and Qing, 2009). Previous studies illustrate that around the world, teacher emotions tend to be drained by managerial education reforms because reforms introduce market logic, such as performance-based accountability (PBA), into public schooling and profoundly impact teachers’ work life (Tsang, 2019). In Australia, for instance, PBA has contributed to increased stress, pressure, and anxiety for teachers (Thompson, 2013). A review of Ro (2019) reveals that teachers in America and Singapore experience stress and frustration caused by accountability mandates. As more attention has been given to negative teacher emotions engendered by PBA worldwide, little empirical research has focused on Chinese teachers’ emotional response to PBA

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Discussion

Conclusion