Jerrim, J;
Sims, S;
(2021)
School accountability and teacher stress: international evidence from the OECD TALIS study.
Educational Assessment, Evaluation and Accountability
10.1007/s11092-021-09360-0.
(In press).
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | School accountability and teacher stress: international evidence from the OECD TALIS study |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11092-021-09360-0 |
| Publisher version: | https://doi.org/10.1007/s11092-021-09360-0 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Accountability, Stress, Well-being, Mental health |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10127300 |
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