Doctor of Philosophy (PhD)


Educational Theory, Policy, and Practice

Document Type



A mixed methods design was utilized that was divided into three phases to verify and explore high stakes testing’s effects on teachers’ perceptions regarding classroom practices, pressure, and commitment to the educational profession. Phase I utilized previous surveys and a peer review to create a knowledge base to generate a survey instrument that measured the three areas assumed to be affected by high stakes testing (commitment, pressure, and classroom practice). The survey instrument that was created was piloted. Throughout Phase II there was a series of three-step analysis: First, the means and standard deviations from the results of the surveys were divided into the four cells and presented. Second, one-way ANOVAs were reported (with poor or high SPS scores as the independent variables) that test each of the three hypotheses. Third, two-way ANOVAs were reported (with poor or high SPS scores and lower or higher socioeconomic status (SES) as independent variables) to assess the effect that these variables jointly have on the dependent variables. The results of the quantitative portion of this study were that how well students performed on the high stakes testing and the SES of students at the schools had little effect on their teachers’ perceptions and responses to the testing program. All three hypotheses were not confirmed. The teachers’ overall scores were all above average indicating that the three areas of study were present in all situations. During Phase III, two teachers were interviewed from each school for a total of sixteen teachers. All of the teachers interviewed stated that LEAP 21 testing did affect their instructional planning, learning strategies, and curriculum content. Such practices as teaching to the test, neglecting subjects, sequencing, and time allotment were greatly affected. All of the teachers interviewed stated that LEAP 21 testing forced them to devote some time to test preparation. Teachers provided a range of 1/3 of class time to a 100 %. There were many factors that were contributing to a lessening of commitment to the educational profession from some educators, especially the younger ones who have a less of a vested interest in the profession.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Teddlie, Charles B.



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Education Commons