Does teacher job satisfaction and stress mediate the relationship between accountability and student achievement? Evidence from high-poverty schools in South Africa

Attempts at increasing accountability in schools have been central to education reform worldwide. However, research that evaluates the impact of accountability on student achievement has produced mix results. We argue that part of the reason for this is that studies examining the links between accountability and student achievement do not consider the effect of accountability measures on teacher stress and job satisfaction. Using data from 61 high-poverty schools in South Africa, we estimate a path model for three different types of accountability – vertical, horizontal and test-based – on student achievement through their impact on teacher stress and job satisfaction. Our results suggest evidence of the existence of a path model for two out of the three types of accountability considered. We conclude that the effects of accountability measures on teachers – and how these effects may differ by context – should be taken into account in attempts to improve accountability in schools.

I20, I21, I28, I29

Teacher accountability, literacy, sociocultural context, poverty, education policy