Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

Abstract

Educator stress has been linked to decreased job satisfaction, negative instructional practices, and poor student outcomes. However, it is unknown whether educators with high teaching efficacy may better cope with the test stress. As such, the primary purpose of the present investigation was to examine the complex relationship between teacher self-efficacy, teacher stress related to testing, and job satisfaction. Structural equation modeling was used to evaluate the hypothesized relationships within a sample of 1242 teachers in one state in the Southeastern United States. Results indicated a significant influence of self-efficacy in student engagement and self-efficacy in classroom management on the relationship between sources of stress and job satisfaction, as well as efficacy in classroom management on the relationship between manifestations of stress and job satisfaction was also identified. These initial findings underscore the importance of supporting teacher self-efficacy to reduce stress associated with high-stakes accountability policies and increase job satisfaction. Implications and directions for future research will be discussed.