School accountability leads to increased stress levels, says UCL

Two-thirds of teachers in England reported feeling accountability-related stress compared with less than half of teachers globally

The results have been published in a working paper titled School accountability and teacher stress. International evidence from the OECD TALIS.

Professor John Jerrim, one of the researchers, said: “It is important that school leaders continue to use student performance data appropriately, and do not make inappropriate inferences about it capturing the ‘quality’ or ‘performance’ of any individual member of staff.

“We also believe that our findings highlight the need for policymakers to recognise that increasing accountability within the school system is unlikely to be a one-way street to ‘school improvement’.”

Commenting on UCL research on school accountability and teacher stress, Geoff Barton, general secretary of the Association of School and College Leaders, said: “This research provides yet more evidence that our excessive school accountability system is counterproductive. Performance tables and Ofsted inspections do more harm than good in their current form. As well as causing high levels of stress – which contribute to teacher shortages – they also stigmatise struggling schools and make it more difficult to attract staff and pupils. 

“We are not arguing for no accountability, but for proportionate accountability. The current system needs to be overhauled so that it is less punitive. Performance tables should provide parents with a broader range of information beyond the government’s narrow obsession with complex metrics around tests and exams. There is so much more to schools.

“We note the findings that there are some schools where the stress caused by accountability is a particularly big problem. School leaders are very conscious of the importance of being careful about how performance data is used, and they work very hard to support their staff. However, it is impossible to insulate staff from the impact of adverse performance tables and inspections. It is horrible to be on the receiving end of a negative judgement, and is demoralising not only for staff, but for pupils, parents, and wider communities.”

Commenting on a working paper by UCL researchers, published today, which looks at 2018 Talis to weigh up the pros and cons of school accountability in the English schools system, Kevin Courtney, joint general secretary of the National Education Union, said: “We have known from our own data and the government’s workload survey that accountability drives workload. This important analysis from UCL, showing that England is towards the top of the international accountability scale, now points to links between accountability and stress. Both high workload and high stress are factors in teachers and leaders deciding to leave the profession.

“The UCL analysis also highlights cases of schools where stress caused by accountability is higher than in others. We know from our members that in-school accountability processes, imposed because of the pressures of Ofsted and league tables, are often causes of pointless bureaucracy and stressful managerialism.

“This is obviously a long-term problem, but it is particularly clear at this time that it’s not helpful for Ofsted to continue to inspect schools and colleges while staff are working hard to reintegrate their students back into the classroom after a year dominated by lockdowns. Right now, we need an undivided focus on what matters.

“There needs to be an overhaul of the whole accountability system, including league tables and how Ofsted inspects, if we are to stop teachers and leaders leaving because of unmanageable stress levels, and if we are to encourage new teachers into the profession.”