Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Tom Brady
Second Advisor
Candies Winfun-Cook
Third Advisor
Samantha Gilbert
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This qualitative study examined how state-mandated standardized testing influences the job satisfaction of current and former third-grade reading teachers in Mississippi. Guided by Self-Determination Theory, Herzberg’s Two-Factor Theory, and the Job Demands-Resources Model, the research explored how accountability pressures shape teachers’ motivation, emotional well-being, and instructional autonomy. Data were collected through an open-ended online survey of current and former Mississippi third-grade reading teachers. Analysis of responses revealed four central themes: emotional strain and burnout, loss of autonomy and creativity, impact on instructional practices, and student impact. Findings indicated that teachers perceive standardized testing as a major source of stress that undermines professional autonomy and shifts instructional focus away from authentic learning. Participants emphasized that respect for teacher autonomy can mitigate these effects, while rigid testing mandates exacerbate frustration and burnout. The study concludes that more balanced accountability systems, grounded in trust and professional respect, are essential to sustaining teacher satisfaction in Mississippi’s public schools.
Recommended Citation
Ernst, Jenny Kate, "The Impact of State-Mandated High-Stakes Standardized Testing on the Job Satisfaction of Third-Grade Reading Teachers in Mississippi" (2025). Electronic Theses and Dissertations. 3512.
https://egrove.olemiss.edu/etd/3512