[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591697-105":59,"doc-detail-591697-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","examination-stress-and-school-administrative-policies-in-service-teachers-motivation-its-implication-to-quality-education","Examination Stress and School Administrative Policies In-Service Teachers’ Motivation: It’s Implication to Quality Education","","A correlational study explores how examination stress and school administrative policies affect the motivation of in-service teachers and the implications for quality education. Stratified random sampling selected 358 in-service teachers from one higher learning institution’s three colleges. Data from close-ended questionnaires were analyzed using descriptive and inferential statistics. Results indicate high levels of frustration with examination stress, influence of administrative policies, and generally poor motivation, with a statistically significant negative relationship between teachers’ motivation level and administrative policies.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examination-stress-and-school-administrative-policies-in-service-teachers-motivation-its-implication-to-quality-education/591697/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examination-stress-and-school-administrative-policies-in-service-teachers-motivation-its-implication-to-quality-education/591697.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To examine examination stress and school administrative policies on in-service teachers’ motivation and their implications for quality education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and data collected?",{"text":117,"@type":113},"358 in-service teachers were selected from 1,078 using stratified random sampling, and quantitative data were collected via close-ended questionnaires.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings were reported about stress, policies, and motivation?",{"text":121,"@type":113},"Most teachers reported frustration with examination stress, perceived influence from school administrative policies, and showed poor motivation toward teaching, with low responsibility for low student results reported by many.",{"name":123,"@type":110,"acceptedAnswer":124},"What relationship did the study find between motivation and administrative policies?",{"text":125,"@type":113},"A statistically significant negative relationship was found between teachers’ level of motivation and school administrative policies.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},591697,1792166514,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":41},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Anatolian Journal of Education e-ISSN: 2547-9652  \nApril 2020 ● Vol.5, No.1 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 79-90  \nExamination Stress and School Administrative Policies In-Service Teachers’Motivation: It’s Implication to Quality Education  \nGemechu Abera Gobena  \nAssoc. Prof., Haramaya University, College of Education and Behavioural Sciences, Department of Psychology, Ethiopia, East Africa, [gemechu46@yahoo.com](gemechu46@yahoo.com)  \nThe 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.  \nKeywords: examination stress, teachers’ motivation, psychology, quality-education, stress  \nINTRODUCTION  \nThere are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation (Terrell, 1990 in Adelabu, 2005) . Teachers need to know how this conceptual knowledge relates to the classroom and to their instructional role in the classroom. Teachers also need to know how to rely on this knowledge when dealing with issues that involve motivational concerns and when making instructional decisions. Teachers are important instrument in education. They are also the pivot on which the educational process hang. Teachers play a major role in the whims and caprices of the educational system. They can influence the teaching-learning outcomes either positively or negatively because they determine the quality of instructional delivery and also influence quality education when it comes to implementation of the curriculum and educational policies. They are to be considered when addressing issues such as quality assurance, quality delivery (teaching), quality context and quality learning outcomes (Onucha, 2002) .  \nHowever, they are the custodians of the educational and school systems. Since teaching can be regarded as a systematic, rational and organized process of transmitting knowledge, skills, attitudes, values and what is worthwhile (education) in accordance with certain professional principles. There is a need for the services of efficient teachers (whose knowledge is bonded with innovations) in order to achieve the educational objectives. Without teachers in the school system, there will definitely be no  \nCitation: Gobena, G. A. (2020) . Examination Stress and School Administrative Policies In-Service Teachers’Motivation: It’s Implication to Quality Education. Anatolian Journal of Education, 5(1), 79-90.  \n[https://doi.org/10.29333/aje.2020.518a](https://doi.org/10.29333/aje.2020.518a)  \n80 Examination Stress and School Administrative Policies …  \nlearning. Teaching makes learning take place and the teacher determines the quality of learning or instructions that will ","cbCaicML5DAhnon3","https://ap.wps.com/l/cbCaicML5DAhnon3","pdf",481538,12,"English","# Introduction\n## Study Aim and Research Design\n## Background: Motivation and Teachers’ Role\n## Teachers’ Motivation and Quality Education","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To examine examination stress and school administrative policies on in-service teachers’ motivation and their implications for quality education.\"},{\"question\":\"How were participants selected and data collected?\",\"answer\":\"358 in-service teachers were selected from 1,078 using stratified random sampling, and quantitative data were collected via close-ended questionnaires.\"},{\"question\":\"What key findings were reported about stress, policies, and motivation?\",\"answer\":\"Most teachers reported frustration with examination stress, perceived influence from school administrative policies, and showed poor motivation toward teaching, with low responsibility for low student results reported by many.\"},{\"question\":\"What relationship did the study find between motivation and administrative policies?\",\"answer\":\"A statistically significant negative relationship was found between teachers’ level of motivation and school administrative policies.\"}]","Examination Stress and School Administrative Policies In-Service Teachers’ Motivation: It’s Implication to Quality Education | PDF",1792073015]