Elementary Teachers' Perceptions of the Impact of PSSA Testing on Teacher Stress and Job Satisfaction PDF Download
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Author: Amy L. Sacks
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 93
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Book Description
There is limited research that investigates the impact that high stakes testing has on teacher stress and job satisfaction. The purpose of this qualitative study was to build upon the research and to gain an understanding of elementary teachers' perceptions of the impact that the high stakes test in Pennsylvania, the Pennsylvania System of School Assessment (PSSA), has on teacher stress levels and teacher job satisfaction. Data were collected through the use of an online survey and personal interviews that provided demographic information and participant perceptions of the impact of the PSSA on teacher stress and teacher job satisfaction across eleven school districts in southeastern Pennsylvania. The participants of the study included forty elementary certified teachers who taught grades 3, 4, or 5 in an elementary building. The data collected through the study indicated that although teachers experienced stress as a result of the PSSA, overall job satisfaction was minimally impacted.
Author: Amy L. Sacks
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 93
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Book Description
There is limited research that investigates the impact that high stakes testing has on teacher stress and job satisfaction. The purpose of this qualitative study was to build upon the research and to gain an understanding of elementary teachers' perceptions of the impact that the high stakes test in Pennsylvania, the Pennsylvania System of School Assessment (PSSA), has on teacher stress levels and teacher job satisfaction. Data were collected through the use of an online survey and personal interviews that provided demographic information and participant perceptions of the impact of the PSSA on teacher stress and teacher job satisfaction across eleven school districts in southeastern Pennsylvania. The participants of the study included forty elementary certified teachers who taught grades 3, 4, or 5 in an elementary building. The data collected through the study indicated that although teachers experienced stress as a result of the PSSA, overall job satisfaction was minimally impacted.
Author: Steven A. Leever
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 154
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Book Description
The purpose of this qualitative study was to determine the perceptions that middle level teachers held regarding the impact of high-stakes PSSA testing on mathematics classroom instruction in Pennsylvania middle school/junior high schools. An online survey, a review of teacher lesson plans, and focus group video conference discussions were used to probe how the PSSA had influenced planning and instruction. The results of this qualitative study indicate that teachers displayed some degree of satisfaction with the use of standards in their classrooms, but viewed their success on high-stakes tests with a degree of skepticism. Teachers expressed that their successes on the PSSA tests were, in part, due to their own understanding of the test, not necessarily the abilities of their students.
Author: Barry L. Flicker
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 113
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Book Description
This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.
Author: Alejandro C. Gonzalez
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 252
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Book Description
Teachers' work-related stress and self-efficacy levels across all grades are influenced by the demands of high-stakes testing. This mixed methods study examined the relationship among assigned subject matter, teacher job-related stress, and teacher self-efficacy of high-stakes testing on teachers' perceptions of their self-efficacy and work-related stress. Quantitative data was collected via the High Stakes Testing on Self-Efficacy and Teacher Stress Survey , from a purposeful sample of 145 participants. The data from the survey was analyzed using independent t-tests to determine if there was a statistically significant mean difference between the independent variable of assigned subject matter and the dependent variables of teacher self-efficacy and teacher job-related stress. A Pearson Product Moment Correlation was also utilized to determine if there was a statistically significant relationship between the two continuous variables of teacher self-efficacy and teacher work-related stress. Qualitative data were gathered through participant responses during focus group sessions at the elementary, middle, and high school levels. The data from this study showed that there was no significant mean difference in assigned subject matter and teacher self-efficacy. However, study results reported that there was a statistically significant mean difference between assigned subject matter and teachers' work-related stress and there was also a significant relationship between teacher work-related stress and teacher self-efficacy. Analysis of focus group interviews identified three themes that triggered teacher work-related stress: (a) lack of time, (b) modifications to local curriculum, and (c) testing of special education populations. Two themes also emerged that identified two areas that impacted teacher self-efficacy: (a) school leadership and (b) educational triage.
Author: Amy Pavia
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Amy Hittner
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Author: Latonya Borden-Hudson
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 241
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Author: Gail Carroll Peck
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 117
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Book Description
High-stakes testing remains one of the most controversial aspects of No Child Left Behind legislation. The purpose of this study was to examine the perceptions of teachers regarding the impact of high-stakes testing on instructional practices in the area of mathematics. A secondary purpose was to explore the relationship between personal beliefs and instructional practices. For the purpose of this study, the standardized test utilized was Measures of Academic Progress (MAP), which significantly differed from most high-stakes tests in that it is a diagnostic growth measure. Forty first and second grade teachers completed two surveys utilizing a forced choice format, one indicating personal beliefs and one indicating actual practices. Participants also completed a Likert scale survey to identify perceptions specifically related to mathematics instruction, student engagement, and assessment. Teachers also responded to interview probes. Common threads emerged in the reviewed literature. The majority of researchers identified narrowing of the curriculum, loss of teacher efficacy, increased teacher and student stress, and a move back to a traditional 'skill and drill' methodology as the major consequences of high-stakes testing. Results obtained in this study supported previous research. Three themes emerged in this study: a) change occurred in actual practice more significantly in instructional practice than student engagement practices, b) the impact was not as negative as teachers perceived, and c) teachers had a significant emotional response to the culture of high-stakes testing.
Author: Tracy P. Hinish
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 442
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Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 56
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