Date of Award

Spring 5-2010

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and School Counseling

Committee Chair

Rose McNeese

Committee Chair Department

Educational Leadership and School Counseling

Abstract

This study investigated the relationship between high-stakes testing and the stress levels of secondary teachers in Jackson’s Jackson Public School District. The independent variables of age, gender, subject taught, teaching experience, degree and school level were used to determine the differences of the various groups. A survey was piloted and used to determine teachers’ levels of stress. There was not a statistically significant difference between the stress levels of teachers who teach subjects that are measured by high-stakes testing and those who do not. There also was not a statistically significant difference between the stress levels of veteran teachers and novice teachers. Finally, there was no statistically significant difference between the stress levels of teachers based on their school’s assigned level.

Teacher demographic information was gathered via survey during the fall semester of 2009. There were 300 surveys sent out, and 140 were returned. The educators agreed that while high-stakes testing causes stress, it does not affect their self-efficacy.

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