Effects of Value-Added Models on Elementary Teachers' Self-Efficacy and Stress Levels: A Quasi-Experimental Quantitative Study
Date
2024-03
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Abstract
Teachers in 13 states are evaluated using value-added models (VAMs), a measure of student growth on standardized tests. The problem is that value-added models evaluate intermediate-level teachers' ability to have students perform on a standardized assessment despite other factors affecting students’ academic performance, such as socioeconomic factors and language, which could impact teacher stress and self-efficacy (Amrein-Beardsley, 2019). Research has focused on the stress and self-efficacy of teachers related to standardized testing, yet there is a gap in the literature analyzing the potential effects of VAMs on stress and self-efficacy. The theoretical foundation intersected Bandura's self-efficacy theory and Lazarus and Folkman's transactional theory of stress and coping. Research questions were developed to determine whether there was a statistically significant difference in the stress and self-efficacy of teachers evaluated using VAMs and not evaluated using VAMs. The purpose of the quasi-experimental study was to examine the possible effects of VAM evaluations by comparing teachers evaluated using VAMs and those that are not evaluated using VAMs. A quasi-experimental design used purposive sampling to collect a sample of 53 classroom teachers teaching for at least 3 years. Survey data were collected using SurveyMonkey. A Mann-Whitney U-test was run through Statistical Package for the Social Sciences (SPSS) software. Results indicated no statistically significant difference in stress levels or self-efficacy between teachers evaluated using VAMs and teachers not evaluated using VAMs. Leaders should survey the stress and self-efficacy of their staff to support their needs better and create a supportive work environment.
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