Shimave Stella, Cerkez Yagmur, Baysen Engin
Department of Guidance and Psychological Counselling, Near East University, North Cyprus, TR.
Psychol Belg. 2020 Aug 13;60(1):255-269. doi: 10.5334/pb.536.
In recent years, examination anxiety among teachers assumes a critical sphere in the global academic environment. The causes of teacher examination anxiety in education have been reviewed by a few scholars. This shows that teacher examination anxiety and its impact on academic development are limited in research. Therefore, this study investigated the linear relationship between two self-report instruments - the causes of teacher examination anxiety and dimensions of coping with pre-exam anxiety. The study adopted a quantitative approach with three-hundred teachers from four secondary schools in Nigeria and twenty teachers from two secondary schools in North Cyprus participated in the survey. Also, a Structural Equation Modeling (SEM) was utilized for the analysis. The results of the study indicate that the two factors (teacher causes of exam anxiety and dimensions of coping with pre-exam anxiety) are interconnected. The results also indicate teachers' preparation for examinations coupled with various dimensions of anxiety is a complex task that demands educational stakeholders to constantly improving on causes of examination anxiety and factors of pre-exam anxiety among teachers for better academic and ethical development.
近年来，教师的考试焦虑在全球学术环境中成为一个关键领域。一些学者对教育中教师考试焦虑的成因进行了综述。这表明，关于教师考试焦虑及其对学术发展的影响的研究有限。因此，本研究调查了两种自我报告工具之间的线性关系——教师考试焦虑的成因与应对考前焦虑的维度。该研究采用定量方法，来自尼日利亚四所中学的300名教师和北塞浦路斯两所中学的20名教师参与了调查。此外，还使用了结构方程模型（SEM）进行分析。研究结果表明，这两个因素（教师考试焦虑的成因和应对考前焦虑的维度）是相互关联的。结果还表明，教师的考试准备加上焦虑的各个维度是一项复杂的任务，要求教育利益相关者不断改进教师考试焦虑的成因和考前焦虑的因素，以实现更好的学术和道德发展。
