Are test-based policies in the schools associated with burnout and bullying? A study of direct and indirect associations with pupil-teacher ratio as a moderator. (May 2022)

• Record Type: Journal Article
• Authors: Jensen, Maria Therese
• Is Part Of: Teaching and teacher education. Volume 113(2022)
• Publication Date: 2022-05
• Subjects: Test-based accountability policies -- Burnout -- Bullying -- Structural equation modelling -- Performance goals; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103670
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Research is lacking regarding how teachers' perceptions of a performance goal structure, relate to teacher and student outcomes. Thus, the present study examined associations among performance goal structure, teacher burnout, and bullying among students, and further whether pupil-teacher ratio moderated the relation between teacher burnout and bullying. 300 class teachers from 150 schools participated in the project, and structural equation modeling was applied. Results revealed significant associations among performance goal structure, teacher burnout, and bullying. However, having an additional teacher in the classroom did not moderate the association between burnout and bullying. Highlights: A school-goal structure characterized by performance goals is related to teacher burnout. A school-goal structure characterized by performance goals is indirectly associated with bullying in the classroom, through teacher burnout. Teacher burnout is associated with bullying in the classroom. Having an additional teacher in the class does not moderate the association between teacher burnout and bullying in the classroom.