تجربه معلمان از فشارهای ارزشیابی و پاسخگویی آموزشی: یک مرور کیفی

زهرا سادات  علوی‌کیا

Authors

Zahra Sadat Alavikia Department of Developmental Psychology, Shiraz University, Shiraz, Iran Corresponding author

Keywords:

educational evaluation, educational accountability, teachers’ experiences, occupational stress, qualitative review

Abstract

This study aimed to synthesize and interpret teachers’ experiences of pressures arising from educational evaluation and accountability through a qualitative review of existing literature. This study adopted a qualitative review design with an interpretive–analytical approach. Fifteen peer-reviewed articles focusing on teachers’ experiences of evaluation and accountability systems were selected based on predefined inclusion criteria. Data collection relied exclusively on a literature review, and extracted qualitative data were analyzed using thematic analysis. Coding and analysis were conducted with NVivo software (version 14), and the analytical process continued until theoretical saturation was achieved. The analysis revealed four overarching themes shaping teachers’ experiences: structural and policy-driven evaluation pressures, psychological and emotional consequences, impacts on teaching practices and professional identity, and coping and adaptation strategies. Standardization, test-based accountability, and bureaucratic control were associated with increased stress, evaluation anxiety, professional burnout, and shifts toward test-oriented teaching. At the same time, teachers employed individual and collective coping strategies to manage and mitigate perceived pressures. The findings suggest that when accountability systems are dominated by control-oriented and quantitative logics, they may undermine teachers’ well-being and professional identity. Therefore, more balanced and human-centered approaches to educational evaluation and accountability are needed to support sustainable teaching quality.

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