Sixty two per cent of secondary school teachers who responded to a recent Teacher Support Network survey say that performance league tables have a negative effect on their wellbeing.
Adverse effects of meeting targets, according to respondents, include increased workload, poor work-life balance, as well as school managers piling on the pressure - all leading to high levels of stress.
However, four per cent of secondary school teachers who responded to the survey said that league tables have a positive impact on their wellbeing by giving them goals to work towards.
Ninety per cent of respondents said that schools which focus on improving teacher wellbeing could positively affect exam results.
Support from schools which could make a difference to exam results includes zero tolerance of pupil disruption, the ability to say no to excessive work, improved work-life balance, greater support from parents and an end to management harassment.
Commenting on the results of the survey, Patrick Nash , Chief Executive of Teacher Support Network, said: "Teacher Support Network believes that the physical, emotional and mental health of teachers is key to the effectiveness of their teaching and to the educational experience of young people.
" The results of the survey tie-in with what we already know from speaking to teachers via Teacher Support Line. The majority of secondary school teachers we work with tell us that constant pressure to meet targets - such as the league tables - causes them a lot of stress and can reduce their productivity. Many also say that the pressure takes the enjoyment out of teaching, leaving them feeling unfulfilled.
"Our free, confidential helpline aims to help teachers overcome any difficulties they may be having at work or in their personal lives by offering information, advice and counselling on a range of issues, including workload, work-life balance and pressure to meet targets."
Case Studies
Michael , a 57-year-old maths teacher from the South East, said:
"Performance usually means academic achievement, which does not give the holistic picture of a pupil. Some do well achieving an E or D, others an A*. The officially successful school may not actually care about the children. Performance Management and OfSTED can be helpful, or leave you feeling helpless - what do they really prove?
"It all comes down to leadership and caring from the top. My headteacher cares for both staff and pupils, has an open door policy, always listens and supports us as much as he can. My head of department cares and regularly asks after me. League tables may be useful mathematical tools, but don't reveal the character-forming that goes on."
Sarah , a 43-year-old English teacher from the West Midlands said:
"I often feel under pressure not to let my colleagues down, despite the ability of my students, or any outside factors that may influence their exam. I know my headteacher expects a 100 per cent pass rate."
Charlotte , a 58-year-old Geography teacher from the North East said:
"I was teaching in an authority which had been bottom of the table for a number of years. This led to unrealistic expectations of teachers. The response to use GNVQs to boost results led to excess pressure on pupils and staff. The pupils are beginning to think it doesn't matter what subjects they study as long as they achieve a certain result. It's therefore hard to motivate them in specific subject areas."
Paul , a 26-year-old business studies teacher from the South East said:
"I understand where the headteacher is coming from in requesting that teachers provide her with a specific level of detail about pupil assessments as she in under enormous pressure from the LEA. It does seem unfair that the school be measured by pupils' exam results though, as we have so many pupils with special educational needs that they seem to be in the majority. In my opinion, value added measuring would be more appropriate."
Catherine , a 47-year-old French teacher from London said:
"League tables are taken at face value and the local authority uses them to pressure school management into appearing to do something. This results in a high number of ill-thought-out initiatives being imposed on teachers. These initiatives are rarely effective because they do not address the complex reasons behind league table performance.
"The constant introduction of new initiatives leaves teachers with virtually no time for the fundamentals such as marking and planning good lessons." | 
