The influence of test-based accountability policies on school climate and teacher stress across four states

This study examined the relationship of test-based accountability policies on teacher stress and school climate across four states in the United States. Structural equation modeling of data from 6428 teachers found that increased accountability pressure predicted increased stress in the environment, curriculum-related stress, teacher stress in general, and teacher stress specific to testing. Increased accountability pressures were associated with more negative student-to-student relationships, which were also associated with increased teacher stress. This study provides evidence across multiple states that test-based accountability policies may have a negative relationship with school climate and teacher stress. Implications for practice and research are discussed.