当前位置: X-MOL 学术Educ. Asse. Eval. Acc. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
School accountability and teacher stress: international evidence from the OECD TALIS study
Educational Assessment, Evaluation and Accountability ( IF 3.479 ) Pub Date : 2021-04-12 , DOI: 10.1007/s11092-021-09360-0
John Jerrim , Sam Sims

Accountability—the monitoring and use of student performance data to make judgements about school and teacher effectiveness—is increasing within school systems across the globe. In theory, by increasing accountability, the aims and incentives of governments, parents, school leaders and teachers become more closely aligned, potentially improving student achievement as a result. Yet, in practice, concerns are mounting about the stress that accountability is putting schools and teachers under. This paper presents new evidence on this issue, drawing upon data from more than 100,000 teachers across over 40 countries. We find evidence of a modest, positive correlation between school system accountability and how stressed teachers and headteachers are about this aspect of their job. When looking within schools, there is little evidence that the management practices of headteachers differ when they report feeling stressed about accountability, or that they transmit these feelings onto their staff. However, we do find strong evidence of ‘emotional contagion’ of stress amongst colleagues within schools, with teachers more likely to feel stressed by accountability if their colleagues do as well.



中文翻译:

学校问责制和教师压力:经合组织TALIS研究的国际证据

问责制(监视和使用学生成绩数据来判断学校和老师的效能)在全球范围内的学校系统中都在增加。从理论上讲,通过加强问责制,政府,父母,学校领导和教师的目标和动机将更加紧密地结合在一起,从而有可能提高学生的学习成绩。然而,在实践中,人们越来越担心问责制将学校和教师置于劣势之下。本文利用来自40多个国家/地区的100,000多名教师的数据,提供了有关此问题的新证据。我们发现证据表明,学校系统的责任制与压力很大的教师和校长之间关于工作的这一方面之间存在适度的正相关关系。在学校里看时 几乎没有证据表明,当校长报告对责任感的压力很大,或者将这些感觉传达给员工时,他们的管理方法会有所不同。但是,我们确实找到了强有力的证据,证明学校内同事之间的压力会“情绪传染”,如果同事也这样做,则教师更有可能因问责制而感到压力。

更新日期:2021-04-12
down
wechat
bug