Teacher self-efficacy, teacher attitudes about reform accountability measures, and teacher burnout
Abstract
Teacher rhetoric surrounding Indiana’s recent education reform policies and teacher accountability measures have indicated a possible increase in teacher burnout and potentially lower levels of teacher self-efficacy. This study examines the relationship between teacher self-efficacy, teacher burnout, and teachers’ attitudes about three reform accountability measures—teacher effectiveness ratings, A–F school grades, and performance pay. The study was based on responses from 106 urban elementary teachers in an Indiana school district with more than 15,000 students. Correlations between burnout and self-efficacy were found to be consistent with previous studies, while small correlations were found between teachers’ attitudes about the reform accountability measures of school grades and performance pay, and burnout. Multiple regression models used to test the predictability of burnout from teacher self-efficacy and teachers’ attitudes about reform measures resulted in few significant predictors from the teacher attitude subscales. Possible implications are discussed relevant to educational leadership, teacher turnover, and constrained professionalism.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
Educational leadership|Education Policy|Education
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