Understanding Teacher Stress In Light of Educational Reform

Assessment of past educational reforms disclose that quality of instruction was and still is a  main focus (Chance, 1992) therefore it comes as no surprise that since teachers are responsible for instructional delivery, when accountability indicates that learning did not occur, teachers are often subject to public scrutiny and criticism (Dunham, 1992). For many teachers this is disheartening. Researchers have indicated that when teachers are pounded by scrutiny and criticism they are made to feel as though they are the problem (Boyer, 1988). This further incites feelings of isolation and stress (Cox & Wood, 1980). The high accountability aspect of the No Child Left Behind Act, 2001, does not serve to alleviate this public scrutiny in light of the fact that annual report cards detailing student achievement is made public, and scrutiny and criticism are now linked to consequences. Let’s examine a common perception of public scrutiny and arrive at ways in which the perception can be changed. A school that is labeled as not having met Adequate Yearly Progress (AYP) is immediately placed under prescription. Some teachers are likely to perceive this as an embarrassment. The school’s staff, administrators, and teachers, now have two choices:

1.)    Continue utilizing the same instructional strategies and focus, and stand the chance of arriving at the same results; or

2.)    View the result as a diagnosis and opportunity to target and address problem areas by incorporating research-based strategies, and raising teacher and student efficacy.