The purpose of this qualitative study is to determine the relationships among high-stakes testing, the practice of teaching and teachers' emotions. Through an inductive approach the emotions, pedagogy and interactions with students, colleagues and parents are examined to determine the possible impact testing has on teachers' professional lives and philosophies.
Methodologically, there are two components to this study; interview and observation. Data is collected through individual interviews conducted twice with each of the six teacher participants followed by two classroom observations. A group interview at the end of this study should add to the validity and afford the teacher participants an opportunity to meet and share experiences. Member checks and fieldnotes add insight and validity.
Findings of this study indicate that high-stakes testing both positively and negatively impacts curriculum, teachers' emotions and the professional interactions teachers have with others. Since testing is such a basic component of our current educational system, this study indicates the need for further investigation into the current mode of testing and possible alternatives. Findings also support the need for further study into teachers' emotions as they relate to their professional lives.