Setting Pass Rate Targets for English Teachers of Rural Schools. Pressure Performance and Challenges in O/L Exam

Abstract

In Sri Lanka, schools are increasingly setting pass rate targets for teachers and students, with educational authorities establishing annual benchmarks to be achieved in national examinations. While intended to improve academic performance, this practice places considerable pressure on teachers, often impacting their teaching methods and overall well-being. This study investigates the performance pressures and challenges faced by English teachers in rural schools as a result of these target-setting practices. It aims to provide insights into how these teachers cope with the demands of meeting pass rate targets in the G.C.E. Ordinary Level (O/L) examination. The study involved two samples of teachers. As the first sample, six randomly selected English teachers, each with over seven years of teaching experience, who participated in face-to-face interviews. Based on the insights gathered from these interviews, a structured questionnaire was developed. Subsequently, 27 English teachers from rural schools were selected as the second sample using a convenience sampling method and were provided with the questionnaire. It included background information, Likert scale items ranging from 0 to 5,and open-ended questions. A mixed-methods approach was employed for data analysis, incorporating both quantitative and qualitative techniques. The findings of the study reveal that setting pass rate targets creates performance pressure and numerous challenges for English teachers. The results indicate that these targets influence teachers' instructional methods and often place sole responsibility on teachers, despite the fact that students are also integral participants in the teaching and learning process. This pressure leads to increased anxiety and negatively affects teachers’ work-life balance. Additionally, the socio-economic backgrounds of students in rural areas hinder the achievement of these set targets. The research highlights that setting unrealistic targets for rural schools is problematic, as achieving them cannot rest solely on the shoulders of teachers. Instead, it requires the collaborative effort of the education department, school administration, students, parents, and other stakeholders. Based on these findings, the study recommends that targets be set realistically and in a way that supports the overall effectiveness of the teaching and learning process.