Education Policy Analysis Archives - Volume 27 Number 86 - July 29, 2019 - Examining the Relationship of Teacher Perception of Accountability and Assessment Policies on Teacher Turnover During NCLB

Oct 15, 2026

Study examines how teachers’ perceptions of accountability and assessment policies relate to intent to leave and realized turnover at the peak of the federal accountability policy era in the United States. Using teacher de-professionalization and demoralization frameworks operationalized via Schools and Staffing Surveys and Teacher Follow-up Surveys, the analysis compares two competing structural equation models for teachers citing accountability policies versus those who do not. Teacher worry and stress predicting intent to leave both groups; implications guide policy makers transitioning from No Child Left Behind to Every Student Succeeds Act.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Abstract

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education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 27 Number 86 July 29, 2019 ISSN 1068-2341 Examining the Relationship of Teacher Perception of Accountability and Assessment Policies on Teacher Turnover During NCLB Meredith L. Wronowski University of Dayton & Angela Urick The University of Oklahoma United States Citation: Wronowski, M. L., & Urick, A. (2018). Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB. Education Policy Analysis Archives, 27(86). [https://doi.org/10.14507/epaa.27.3858](https://doi.org/10.14507/epaa.27.3858) Abstract: The purpose of this study is to determine the relationship between teachers’perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers Journal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 4/9/2018 Facebook: /EPAAA Revisions received: 1/1/2019 Twitter: @epaa_aape Accepted: 4/24/2019 Education Policy Analysis Archives Vol. 27 No. 86 2 leaving the profession and moving schools in teachers who cite accountability policies as a factor in their employment decision. These findings demonstrate a relationship between teachers’ perceptions of accountability policies, perception of their working conditions, and turnover. These results have important implications for policy makers and educational leaders as the U.S. transitions from the No Child Left Behind era to the implementation of the Every Student Succeeds Act. Keywords: Accountability; Teacher Attitudes; Teacher Morale; Teacher Employment Examinar la relación de la percepción de los docentes sobre las políticas derendición de cuentas y evaluación sobre la rotación de docentes durante NCLB Resumen: El propósito de este estudio es determinar la relación entre la percepción de los maestros sobre su trabajo, su intención de abandonar su posición actual y su rotación realizada en el apogeo de la era de la política de rendición de cuentas federal en los Estados Unidos. El estudio utiliza un marco de desprofesionalización y desmoralización de docentes operacionalizado por las respuestas de los docentes a las Escuelas y las Encuestas de dotación de personal y las encuestas de seguimiento de docentes del Centro Nacional de Estadísticas de Educación. Pusimos a prueba la relación de desprofesionalización y desmoralización con la rotación con dos modelos de ecuaciones estructurales competitivos para los docentes que citaron las políticas de rendición de cuentas como un factor en su decisión de empleo, y los que no lo hicieron. Encontramos que la preocupación y el estrés de los maestros asociados con la desmoralización es un predictor significativo de laintención de irse en ambos grupos de maestros. Sin embargo, la preocupación y el estrés de los maestros son solo un predictor significativo de que los maestros abandonan la profesión y cambian de escuela a los maestros que citan las políticas de rendición de cuentas como un factor en su decisión de empleo. Estos hallazgos demuestra

FAQs

What is the study’s main purpose?

To determine the relationship between teachers’ perceptions of their work, their intent to leave, and their realized turnover during the peak of the federal accountability policy era.

Which survey data and framework does the study use?

The study uses the teacher de-professionalization and demoralization framework, operationalized through responses from the Schools and Staffing Surveys and Teacher Follow-up Surveys.

What key finding connects teacher perceptions to turnover-related outcomes?

Teacher worry and stress associated with demoralization significantly predicts intent to leave in both groups, and it predicts leaving the profession and moving schools for teachers who cite accountability policies as a factor in employment decisions.

Oct 15, 2026

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