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.

中文翻译：

---

学校考试文化和教师满意度

教师作为教育的第一线提供者，越来越成为问责制改革的目标。此类改革通常围绕表演性术语狭义地定义“教师质量”。过去的研究表明，让教师考虑学生的表现指标（即考试成绩）会损害他们的工作满意度，包括增加压力和倦怠。本文探讨了基于考试的问责制与教师满意度之间的关系是否可以部分地通过教师评估中对学生考试成绩的重视来解释。尽管历史上用于形成目的，但最近的研究表明，在许多国家/地区，几乎所有教师都在一个系统中工作，他们的评估部分基于学生的考试成绩。使用 2013 年国际教学调查的数据，我们汇集了来自 33 个国家/地区的数据，以评估学校考试文化对教师满意度的直接和间接影响。结果表明，测试文化的强度与教师的满意度之间存在直接关系，并且与教师评估中强调考试分数的间接关系抑制了评估对教师满意度的潜在积极影响。