Teacher stress, teacher efficacy, and standardized testing: A study of New York City public school teachers

John Christopher Hughes, Fordham University


The purpose of this study was to examine the relationship between teacher stress and standardized testing in urban schools. A volunteer sample of 94 teachers was obtained from the New York City Public Schools to participate in this study, which compared the stress levels of fourth grade teachers, who administer high stakes New York State exams with their second grade counterparts who do not. Stress levels were compared on the basis of grade level, school designation and level of teacher efficacy. Subjects completed the Survey on Teacher Stress and Teacher Efficacy which includes a researcher designed demographic survey, the Teacher Efficacy Scale, and the Perceived Stress Scale. Regression analyses were done to determine the effect of the variables on teacher stress, alone and in combination. One-way analyses of variance provided data on teacher stress in relation to demographic factors. No significant differences were found in stress levels on the basis of grade level or school designation. Two areas of significance were: (a) Subjects with higher levels of teacher efficacy had lower stress levels, (b) Subjects over the age of 50 had significantly lower stress levels than those under the age of 29. Implications of this research include: (a) The need for further research on teacher stress that focuses on those who serve populations with greater demographic differences (i.e., comparing suburban teachers with urban teachers), and (b) increasing efficacy in less experienced teachers through the implementation of appropriate professional development programs.

Subject Area

Educational evaluation|Psychotherapy

Recommended Citation

Hughes, John Christopher, "Teacher stress, teacher efficacy, and standardized testing: A study of New York City public school teachers" (2006). ETD Collection for Fordham University. AAI3210270.