Examination Stress and School Administrative Policies In-Service Teachers' Motivation: It's Implication to Quality Education

Autor/in	Gobena, Gemechu Abera
Titel	Examination Stress and School Administrative Policies In-Service Teachers' Motivation: It's Implication to Quality Education
Quelle	In: Anatolian Journal of Education, 5 (2020) 1, S.79-90 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	School Policy; Test Anxiety; Teacher Motivation; Educational Quality; Stress Management; Incentives; School Administration; Secondary School Teachers; Teacher Attitudes; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Schulpolitik; Examination phobia; Testangst; Prüfungsangst; Quality of education; Bildungsqualität; Stressmanagement; Stressbewältigung; Anreiz; Lehrerverhalten; Ausland; Äthiopien
Abstract	The study was aimed to explore Examination Stress and School Administrative Policies on Inservice Teachers' Motivation: Its Implication to Quality-education. Correlational research design was employed. The target population for this study was one higher learning institution's three colleges. 358 in-service teachers were sampled out of 1078 through stratified random sampling technique. Descriptive and inferential statistics were used to analyse the quantitative data collected through close ended questionnaire. The first finding was that 61.45% of the in-service teachers were frustrated by examination stress; 57.54% of the them were influenced by school administrative policies; 70.30% of the them were not felt responsible for low results scored by their students; 79.05% of them were poorly motivated to the teaching profession; there was statistically a significant negative relationship between teachers' level of motivation and school administrative policies'. Finally, in order to sustain the quality education in the country, all concerning bodies in the study areas need to search effective mechanisms to minimize examination stress on the behalf of teachers, empower transparent school administrative policies and increase teachers' motivation through providing professional training, incentives and privilege them to different reinforcement in type and kind. (As Provided).
Anmerkungen	Anatolian Journal of Education. Eskisehir Osmangazi University Faculty of Education, Eskisehir 26480, Turkey. e-mail: aje.editorial@gmail.com; Web site: http://www.e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01