TEACHER’S OCCUPATIONAL WELL-BEING AND ACCOUNTABILITY: REVIEW OF INTERNATIONAL EVIDENCE

Oyarzún Maldonado, Cristian; Cornejo Chávez, Rodrigo; Assaél Budnik, Jenny

Cristian Oyarzún Maldonado

Problematización y Conceptualización

Metodología

Análisis

Redacción

Universidad de Chile – Facultad de Ciencias Sociales – Departamento de Psicología – Santiago, Chile. E-mail: cristian.oyarzunm@usach.cl

Cristian Oyarzún Maldonado es Psicólogo de la Universidad de Santiago Chile, Magíster en Sociología de la Modernización de la Universidad de Chile, y estudiante del Programa de Doctorado de la Universidad de Chile.

http://orcid.org/0000-0003-4811-8633

Rodrigo Cornejo Chávez

Problematización y Conceptualización

Análisis

Redacción

Universidad de Chile – Facultad de Ciencias Sociales – Departamento de Psicología – Santiago, Chile. E-mail: rodrigo.cornejo@uchile.cl

Rodrigo Cornejo Chávez es Psicólogo y Doctor en Psicología de la Universidad de Chile. Profesor Asociado del Departamento de Psicología. Director ejecutivo del Observatorio Chileno de Políticas Educativas (OPECH), co-coordinador en Chile para la Red Latinoamericana de Estudios del Trabajo Docente (ESTRADO), miembro del Consejo Latinoamericano de Ciencias Sociales (CLACSO).

http://orcid.org/0000-0001-6713-0166

Jenny Assaél Budnik

Problematización y Conceptualización

Análisis

Redacción

Universidad de Chile – Facultad de Ciencias Sociales – Departamento de Psicología – Santiago, Chile. E-mail: jassael@uchile.cl

Jenny Assaél Budnik es Psicóloga de la Universidad de Chile. Profesora Titular del Departamento de Psicología. Investigadora del Observatorio Chileno de Políticas Educativas (OPECH), co-coordinadora en Chile para la Red Latinoamericana de Estudios del Trabajo Docente (ESTRADO), miembro del Consejo Latinoamericano de Ciencias Sociales (CLACSO).

http://orcid.org/0000-0001-5597-5241

Editor de seção: Vicente Sisto

Cristian Oyarzún Maldonado es Psicólogo de la Universidad de Santiago Chile, Magíster en Sociología de la Modernización de la Universidad de Chile, y estudiante del Programa de Doctorado de la Universidad de Chile.

Rodrigo Cornejo Chávez es Psicólogo y Doctor en Psicología de la Universidad de Chile. Profesor Asociado del Departamento de Psicología. Director ejecutivo del Observatorio Chileno de Políticas Educativas (OPECH), co-coordinador en Chile para la Red Latinoamericana de Estudios del Trabajo Docente (ESTRADO), miembro del Consejo Latinoamericano de Ciencias Sociales (CLACSO).

Jenny Assaél Budnik es Psicóloga de la Universidad de Chile. Profesora Titular del Departamento de Psicología. Investigadora del Observatorio Chileno de Políticas Educativas (OPECH), co-coordinadora en Chile para la Red Latinoamericana de Estudios del Trabajo Docente (ESTRADO), miembro del Consejo Latinoamericano de Ciencias Sociales (CLACSO).

Palabras-clave acerca de docencia		Palabras-clave Acerca de RdC de Alto Impacto		Palabras-clave Acerca de Bienestar Ocupacional
“Teachers” OR “Teacher Work” OR “Teaching”	AND	“Managerialism” OR “New Public Management” OR “Professionalism” OR “Accountability” OR “High-Stakes Accountability” OR “Standardization” OR “Assessment” OR “Evaluation” OR “Education Reform” OR “Educational Policies”	AND	“Emotions” OR “Emotional Exhaustion” OR “Stress” OR “Burnout” OR “Attrition” OR “Wellbeing”

Criterio	Inclusión	Exclusión
Periodo	2010 a 2020	Publicaciones fuera del periodo señalado
Tipo de publicación	Artículos que reportan investigaciones de tipo empírico, publicados en revistas que emplean sistemas de revisión de pares y están indexadas en WoS, SciELO y/o SCOPUS	Artículos teóricos (e.g. ensayos) y publicaciones indexadas en bases de datos distintas a las indicadas
Enfoques metodológicos	Artículos que reportan investigaciones basadas en enfoques metodológicos cuantitativos, cualitativos o mixtos	Artículos que reportan investigaciones basadas en enfoques metodológicos distintos a los señalados (e.g. meta-análisis)
Foco de la publicación	Artículos cuyo foco de investigación o resultados refieran a la relación entre bienestar ocupacional docente y RdC de Alto Impacto	Artículos cuyo foco de investigación o resultados no refieran a la relación entre bienestar ocupacional docente y RdC de Alto Impacto
Nivel educativo	Educación Parvulario/Infantil, Educación Escolar de Nivel Primario y Secundario	Educación Superior
Participantes	Profesoras pertenecientes a sistemas escolares que emplean RdC de Alto Impacto	Otros actores educativos pertenecientes a sistemas escolares que emplean RdC de Alto Impacto (e.g. estudiantes)

Tipos de investigaciones	Publicaciones	Constructo principal	Enfoque teórico principal
Análisis de Políticas de RdC de Alto Impacto	Glazer (2018)GLAZER, J. Learning from those who no longer teach: Viewing teacher attrition through a resistance lens. Teaching and Teacher Education, Oxford, v. 74, p. 62-71, 2018. https://doi.org/10.1016/j.tate.2018.04.011 https://doi.org/10.1016/j.tate.2018.04.0... ; Hewitt (2015)HEWITT, K. K. Educator evaluation policy that incorporates EVAAS value-added measures: Undermined intentions and exacerbated inequities. Education Policy Analysis Archives, Tempe, v. 23, n. 76, p. 1-49, 2015. https://doi.org/10.14507/epaa.v23.1968 https://doi.org/10.14507/epaa.v23.1968... ; Keogh y Roan (2016)KEOGH, M.; ROAN, A. Exploring teachers’ early-retirement decisions: a qualitative study. Work, Aging and Retirement, Oxford, v. 2, n. 4, p. 436-446, 2016. https://doi.org/10.1093/workar/waw016 https://doi.org/10.1093/workar/waw016... ; Martin, Fisher-Ari y Kavanagh (2020)MARTIN, A. E.; FISHER-ARI, T. R.; KAVANAGH, K. M. “Our schools turned into literal police states”: disciplinary power and novice teachers enduring a cheating scandal. Educational Studies, Washington, v. 56, n. 3, p. 306-329, 2020. https://doi.org/10.1080/00131946.2020.1745809 https://doi.org/10.1080/00131946.2020.17... ; Mertler (2011)MERTLER, C. Teachers’ perceptions of the influence of no child left behind on classroom practices. Current Issues in Education, Tempo, v. 13, n. 3, p. 1-35, 2011.; Perryman y Calvert (2019)PERRYMAN, J.; CALVERT, G. What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies, London, v. 68, n. 1, p. 3-23, 2020. https://doi.org/10.1080/00071005.2019.1589417 https://doi.org/10.1080/00071005.2019.15... ; Perryman et al. (2011)PERRYMAN, J. et al. Life in the pressure cooker – school league tables and English and mathematics teachers’ responses to accountability in a results-driven era. British Journal of Educational Studies, London, v. 59, n. 2, p. 179-195, 2011. https://doi.org/10.1080/00071005.2011.578568 https://doi.org/10.1080/00071005.2011.57... ; Skerritt (2018)SKERRITT, C. Irish immigrant teachers1 experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education, London, v. 34, n. 5, p. 569-596, 2019. https://doi.org/10.1080/02671522.2018.1493741 https://doi.org/10.1080/02671522.2018.14... ; Smith y Kovacs (2011); Thompson (2013)THOMPSON, G. NAPLAN, MySchool and accountability: teacher perceptions of the effects of testing. The International Education Journal: Comparative Perspectives, [s. l.], v. 12, n. 2, p. 62-84, 2013.	Estrés	Marco teóricos especializados en el análisis de Políticas Educativas. Ausencia de posicionamientos teóricos sobre experienciasde malestar
Estudios sobre malestar docente	Day y Hong (2016)DAY, C.; HONG, J. Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, Oxford, v. 59, p. 115-125, 2016. https://doi.org/10.1016/j.tate.2016.05.015 https://doi.org/10.1016/j.tate.2016.05.0... ; Shernoff et al. (2011)SHERNOFF, E. S. et al. A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers. School Mental Health, New York, v. 3, p. 59–69, 2011. https://doi.org/10.1007/s12310-011-9051-z https://doi.org/10.1007/s12310-011-9051-... ; Wong, Chik y Chan (2017)WONG, M. M.; PIK-YUK CHIK, M.; CHAN, E. Stressors and stressor response levels of Hong Kong primary school music teachers. International Journal of Music Education, London, v. 36, n. 1, p. 4-16, 2017. https://doi.org/10.1177/0255761417689923 https://doi.org/10.1177/0255761417689923...	Estrés y Burnout	Definiciones y modelos explicativos de estrés, como la propuesta de Kyriacou (2001)KYRIACOU, C. Teacher stress: directions for future research. Educational Review, London, v. 53, p. 27-35, 2001. https://doi.org/10.1080/00131910120033628 https://doi.org/10.1080/0013191012003362... y el JD-R (BAKKER; DEMEROUTI, 2007BAKKER, A.; DEMEROUTI, E. The job demands-resources model: state of the art. Journal of Managerial Psychology, London, v. 22, n. 3, p. 309-328, 2007. https://doi.org/10.1108/02683940710733115 https://doi.org/10.1108/0268394071073311... )
Estudios sobre bienestar ocupacional docente y RdC de Alto Impacto	Brady y Wilson (2020)BRADY, J.; WILSON, E. Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education, Cambridge, v. 51, n. 1, p. 45-63, 2020. https://doi.org/10.1080/0305764X.2020.1775789 https://doi.org/10.1080/0305764X.2020.17... ; Kaynak (2020)KAYNAK, N. E. A close look at teachers’ lives: caring for the well-being of elementary teachers in the US. International Journal of Emotional Education, Malta, v. 12, n. 1, p. 19-34, 2020.; Skinner, Leavey y Rothi (2019)SKINNER, B.; LEAVEY, G.; ROTHI, D. Managerialism and Teacher Professional Identity: Impact on Well-Being among Teachers in the UK. Educational Review, London, v. 73, n. 1, p. 1-16, 2019. https://doi.org/10.1080/00131911.2018.1556205 https://doi.org/10.1080/00131911.2018.15...	Bienestar Ocupacional	En un caso se identifica una elaboración teórica de las autoras, otro se basa en la Psicología Positiva, y en un caso no se registra definición
Estudios sobre experiencias de malestar docente y RdC de Alto Impacto	Gonzalez et al. (2016)GONZALEZ, A.; PETERS, M. L.; ORANGE, A.; GRIGSBY, B. The influence of high-stakes testing on teacher self-efficacy and job-related stress. Cambridge Journal of Education, Cambridge, v. 47, n. 4, p. 513-531, 2016. https://doi.org/10.1080/0305764X.2016.1214237 https://doi.org/10.1080/0305764X.2016.12... ; Pishghadam et al. (2013)PISHGHADAM, R. et al. Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, Abingdon, v. 21, n. 1, p. 34-51, 2014. https://doi.org/10.1080/0969594X.2013.817382 https://doi.org/10.1080/0969594X.2013.81... ; Putwain y von der Embse (2019)PUTWAIN, D.W.; VON DER EMBSE, N. Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, Leicester, v. 39, n. 1, p. 51-64, 2019. https://doi.org/10.1080/01443410.2018.1500681 https://doi.org/10.1080/01443410.2018.15... ; *Ryan et al. (2017)RYAN, S. V. et al. Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, Oxford, v. 66, p. 1-11, 2017. https://doi.org/10.1016/j.tate.2017.03.016 https://doi.org/10.1016/j.tate.2017.03.0... ; Saeki et al. (2018)SAEKI, E. et al. The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools, New York, v. 55, n. 4, p. 391-403, 2018. https://doi.org/10.1002/pits.22112 https://doi.org/10.1002/pits.22112... ; von der Embse et al. (2015VON DER EMBSE, N.P. et al. Initial development and factor structure of the Educator Test Stress Inventory. Journal of Psychoeducational Assessment, New York, v. 33, n. 3, p. 223-237, 2015. https://doi.org/10.1177/0734282914548329 https://doi.org/10.1177/0734282914548329... , 2016aVON DER EMBSE, N. P. et al. Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, Greenwich, v. 50, p. 308-317, 2016a. https://doi.org/10.1016/j.lindif.2016.08.001 https://doi.org/10.1016/j.lindif.2016.08... , 2016bVON DER EMBSE, N. P. et al. The influence of test-based accountability policies on school climate and teacher stress across four states. Teaching and Teacher Education, Oxford, v. 59, p. 492-502, 2016b. https://doi.org/10.1016/j.tate.2016.07.013 https://doi.org/10.1016/j.tate.2016.07.0... , 2017)*VON DER EMBSE, N. P. et al. The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model. Educational Psychology, Leicester, v. 37, n. 3, p. 312-331, 2017. https://doi.org/10.1080/01443410.2016.1183766 https://doi.org/10.1080/01443410.2016.11...	Estrés y Burnout	Definiciones y modelos explicativos de estrés, como la propuesta de Kyriacou (2001)KYRIACOU, C. Teacher stress: directions for future research. Educational Review, London, v. 53, p. 27-35, 2001. https://doi.org/10.1080/00131910120033628 https://doi.org/10.1080/0013191012003362... y el JD-R (BAKKER; DEMEROUTI, 2007BAKKER, A.; DEMEROUTI, E. The job demands-resources model: state of the art. Journal of Managerial Psychology, London, v. 22, n. 3, p. 309-328, 2007. https://doi.org/10.1108/02683940710733115 https://doi.org/10.1108/0268394071073311... )
Estudios que reconceptualizan el malestar docente y su vinculación con la RdC de Alto Impacto	Rayner y Espinoza (2015)RAYNER, J.; ESPINOZA, D. E. Emotional labour under public management reform: an exploratory study of school teachers in England. The International Journal of Human Resource Management, London, v. 27, n. 19, p. 2254-2274, 2015. https://doi.org/10.1080/09585192.2015.1093014 https://doi.org/10.1080/09585192.2015.10... ; Santoro (2011)SANTORO, D. A. Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education, Chicago, v. 118, n. 1, 1-23, 2011. https://doi.org/10.1086/662010 https://doi.org/10.1086/662010... ; Shaw (2016)SHAW, R. D. Music teacher stress in the era of accountability. Arts Education Policy Review, Washington, v. 117, n. 2, p. 104-116, 2016. https://doi.org/10.1080/10632913.2015.1005325 https://doi.org/10.1080/10632913.2015.10... ; Tsang (2019)TSANG, K. K. The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology, Lausanne, v. 10, p. 1-15, 2019. https://doi.org/10.3389/fpsyg.2019.02619 https://doi.org/10.3389/fpsyg.2019.02619... ; Tsang y Kwong (2016TSANG, K. K.; KWONG, T. L. Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education, London, v. 38, n. 6, p. 841-855, 2016. https://doi.org/10.1080/01425692.2016.1182007 https://doi.org/10.1080/01425692.2016.11... , 2017)TSANG, K. K.; KWONG, T. L. Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work. Frontiers in Psychology, Lausanne, v. 7, p. 1-12, 2017. https://doi.org/10.3389/fpsyg.2016.01400 https://doi.org/10.3389/fpsyg.2016.01400... ; Wronowski y Urich (2019)WRONOWSKI, M. L.; URICK, A. Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB. Education Policy Analysis Archives, Tempe, v. 27, n. 86, p. 1-36, 2019. https://doi.org/10.14507/epaa.27.3858 https://doi.org/10.14507/epaa.27.3858...	Reconceptualizacionessobre Estrés y Burnout	Noción de Desmoralización y Teoría de Proceso Laboral

Publicaciones	Falta de autonomía	Significatividad del trabajo	Sobrecarga laboral	Soporte social	Contrato y salario
Brady y Wilson (2020)BRADY, J.; WILSON, E. Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education, Cambridge, v. 51, n. 1, p. 45-63, 2020. https://doi.org/10.1080/0305764X.2020.1775789 https://doi.org/10.1080/0305764X.2020.17...	✓	✓	✓
Day y Hong (2016)DAY, C.; HONG, J. Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, Oxford, v. 59, p. 115-125, 2016. https://doi.org/10.1016/j.tate.2016.05.015 https://doi.org/10.1016/j.tate.2016.05.0...			✓
Glazer (2018)GLAZER, J. Learning from those who no longer teach: Viewing teacher attrition through a resistance lens. Teaching and Teacher Education, Oxford, v. 74, p. 62-71, 2018. https://doi.org/10.1016/j.tate.2018.04.011 https://doi.org/10.1016/j.tate.2018.04.0...	✓	✓	✓		✓
Gonzalez et al. (2016)GONZALEZ, A.; PETERS, M. L.; ORANGE, A.; GRIGSBY, B. The influence of high-stakes testing on teacher self-efficacy and job-related stress. Cambridge Journal of Education, Cambridge, v. 47, n. 4, p. 513-531, 2016. https://doi.org/10.1080/0305764X.2016.1214237 https://doi.org/10.1080/0305764X.2016.12...	✓	✓	✓
Hewitt (2015)HEWITT, K. K. Educator evaluation policy that incorporates EVAAS value-added measures: Undermined intentions and exacerbated inequities. Education Policy Analysis Archives, Tempe, v. 23, n. 76, p. 1-49, 2015. https://doi.org/10.14507/epaa.v23.1968 https://doi.org/10.14507/epaa.v23.1968...	✓		✓	✓
Kaynak (2020)KAYNAK, N. E. A close look at teachers’ lives: caring for the well-being of elementary teachers in the US. International Journal of Emotional Education, Malta, v. 12, n. 1, p. 19-34, 2020.	✓		✓
Keogh y Roan (2016)KEOGH, M.; ROAN, A. Exploring teachers’ early-retirement decisions: a qualitative study. Work, Aging and Retirement, Oxford, v. 2, n. 4, p. 436-446, 2016. https://doi.org/10.1093/workar/waw016 https://doi.org/10.1093/workar/waw016...	✓		✓	✓
Martin, Fisher-Ari y Kavanagh (2020)MARTIN, A. E.; FISHER-ARI, T. R.; KAVANAGH, K. M. “Our schools turned into literal police states”: disciplinary power and novice teachers enduring a cheating scandal. Educational Studies, Washington, v. 56, n. 3, p. 306-329, 2020. https://doi.org/10.1080/00131946.2020.1745809 https://doi.org/10.1080/00131946.2020.17...	✓		✓
Mertler (2011)MERTLER, C. Teachers’ perceptions of the influence of no child left behind on classroom practices. Current Issues in Education, Tempo, v. 13, n. 3, p. 1-35, 2011.		✓	✓
Perryman y Calvert (2020)PERRYMAN, J.; CALVERT, G. What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies, London, v. 68, n. 1, p. 3-23, 2020. https://doi.org/10.1080/00071005.2019.1589417 https://doi.org/10.1080/00071005.2019.15...	✓	✓	✓
Perryman et al. (2011)PERRYMAN, J. et al. Life in the pressure cooker – school league tables and English and mathematics teachers’ responses to accountability in a results-driven era. British Journal of Educational Studies, London, v. 59, n. 2, p. 179-195, 2011. https://doi.org/10.1080/00071005.2011.578568 https://doi.org/10.1080/00071005.2011.57...	✓	✓	✓
Pishghadam et al. (2013)PISHGHADAM, R. et al. Conceptions of assessment and teacher burnout. Assessment in Education: Principles, Policy & Practice, Abingdon, v. 21, n. 1, p. 34-51, 2014. https://doi.org/10.1080/0969594X.2013.817382 https://doi.org/10.1080/0969594X.2013.81...	✓		✓
Putwain y von der Embse (2019)PUTWAIN, D.W.; VON DER EMBSE, N. Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, Leicester, v. 39, n. 1, p. 51-64, 2019. https://doi.org/10.1080/01443410.2018.1500681 https://doi.org/10.1080/01443410.2018.15...	✓		✓
Rayner y Espinoza (2015)RAYNER, J.; ESPINOZA, D. E. Emotional labour under public management reform: an exploratory study of school teachers in England. The International Journal of Human Resource Management, London, v. 27, n. 19, p. 2254-2274, 2015. https://doi.org/10.1080/09585192.2015.1093014 https://doi.org/10.1080/09585192.2015.10...		✓	✓
Ryan et al. (2017)RYAN, S. V. et al. Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, Oxford, v. 66, p. 1-11, 2017. https://doi.org/10.1016/j.tate.2017.03.016 https://doi.org/10.1016/j.tate.2017.03.0...			✓		✓
Saeki et al. (2018)SAEKI, E. et al. The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools, New York, v. 55, n. 4, p. 391-403, 2018. https://doi.org/10.1002/pits.22112 https://doi.org/10.1002/pits.22112...	✓		✓		✓
Santoro (2011)SANTORO, D. A. Good teaching in difficult times: Demoralization in the pursuit of good work. American Journal of Education, Chicago, v. 118, n. 1, 1-23, 2011. https://doi.org/10.1086/662010 https://doi.org/10.1086/662010...	✓	✓	✓
Shaw (2016)SHAW, R. D. Music teacher stress in the era of accountability. Arts Education Policy Review, Washington, v. 117, n. 2, p. 104-116, 2016. https://doi.org/10.1080/10632913.2015.1005325 https://doi.org/10.1080/10632913.2015.10...	✓	✓	✓		✓
Shernoff et al. (2011)SHERNOFF, E. S. et al. A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers. School Mental Health, New York, v. 3, p. 59–69, 2011. https://doi.org/10.1007/s12310-011-9051-z https://doi.org/10.1007/s12310-011-9051-...	✓	✓	✓
Skerritt (2018)SKERRITT, C. Irish immigrant teachers1 experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education, London, v. 34, n. 5, p. 569-596, 2019. https://doi.org/10.1080/02671522.2018.1493741 https://doi.org/10.1080/02671522.2018.14...	✓	✓	✓	✓
Skinner, Leavey y Rothi (2019)SKINNER, B.; LEAVEY, G.; ROTHI, D. Managerialism and Teacher Professional Identity: Impact on Well-Being among Teachers in the UK. Educational Review, London, v. 73, n. 1, p. 1-16, 2019. https://doi.org/10.1080/00131911.2018.1556205 https://doi.org/10.1080/00131911.2018.15...	✓	✓	✓
Smith y Kovacs (2011)SMITH, J. M.; KOVACS, P. E. The impact of standards-based reform on teachers: the case of ‘No Child Left Behind’. Teachers and Teaching, Abingdon, v. 17, n. 2, p. 201–225. https://doi.org/10.1080/13540602.2011.539802 https://doi.org/10.1080/13540602.2011.53...	✓	✓	✓
Thompson (2013)THOMPSON, G. NAPLAN, MySchool and accountability: teacher perceptions of the effects of testing. The International Education Journal: Comparative Perspectives, [s. l.], v. 12, n. 2, p. 62-84, 2013.		✓	✓	✓
Tsang (2019)TSANG, K. K. The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology, Lausanne, v. 10, p. 1-15, 2019. https://doi.org/10.3389/fpsyg.2019.02619 https://doi.org/10.3389/fpsyg.2019.02619...	✓	✓	✓
Tsang y Kwong (2016)TSANG, K. K.; KWONG, T. L. Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education, London, v. 38, n. 6, p. 841-855, 2016. https://doi.org/10.1080/01425692.2016.1182007 https://doi.org/10.1080/01425692.2016.11...	✓	✓	✓
Tsang y Kwong (2017)TSANG, K. K.; KWONG, T. L. Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work. Frontiers in Psychology, Lausanne, v. 7, p. 1-12, 2017. https://doi.org/10.3389/fpsyg.2016.01400 https://doi.org/10.3389/fpsyg.2016.01400...	✓	✓	✓
von der Embse et al. (2015)VON DER EMBSE, N.P. et al. Initial development and factor structure of the Educator Test Stress Inventory. Journal of Psychoeducational Assessment, New York, v. 33, n. 3, p. 223-237, 2015. https://doi.org/10.1177/0734282914548329 https://doi.org/10.1177/0734282914548329...			✓
von der Embse et al. (2016a)VON DER EMBSE, N. P. et al. Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, Greenwich, v. 50, p. 308-317, 2016a. https://doi.org/10.1016/j.lindif.2016.08.001 https://doi.org/10.1016/j.lindif.2016.08...			✓		✓
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[1] Editor de seção: Vicente Sisto

Brasil

Brasil

TEACHER’S OCCUPATIONAL WELL-BEING AND ACCOUNTABILITY: REVIEW OF INTERNATIONAL EVIDENCE

ABSTRACT