Date of Award

Fall 12-2016

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Valeri R. Helterbran, Ed.D.

Second Advisor

Edel Reilly, D.Ed.

Third Advisor

Mark Twiest, Ph.D.

Abstract

This causal-comparative/quasi-experimental design study examines the impact that high-stakes testing stress related to the inclusion of student standardized testing data in teacher evaluations has on burnout and potential attrition rates among current Pennsylvania math teachers. Participants completed three surveys including: demographic questions, the Educators Test Stress Inventory (ETSI), and the Malasch Burnout Inventory-Educators Survey (MBI-ES). The analysis showed no real difference in levels of high-stakes testing, teacher burnout, or potential attrition between evaluated Teachers of Record (TOR) and not evaluated Non-Teachers of Record (NTOR). However, both groups reported high levels of performance pressure from administration, and burnout levels for both groups were “high” compared to the national standard. Positive correlations were found among all pairings of high-stakes teacher stress, teacher burnout, and potential attrition rates. Participant groups reporting statistically significant higher levels of high-stakes testing stress included: elementary level teachers, teachers with 11-20 years of experience, and teachers at low-income schools. Participant groups reporting statistically significant higher levels of burnout included: female teachers and those with 11-20 years of teaching experience. Those reporting high rates of potential attrition plans include the 11-20 years of experience participant group.

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