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.

中文翻译：

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教师考试焦虑成因与考前焦虑应对维度关系的实证研究：一种结构方程建模方法

近年来，教师的考试焦虑在全球学术环境中占据重要地位。少数学者对教育中教师考试焦虑的成因进行了综述。这表明教师考试焦虑及其对学业发展的影响在研究中是有限的。因此，本研究调查了两种自我报告工具之间的线性关系——教师考试焦虑的原因和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三百名教师和北塞浦路斯两所中学的二十名教师参与了调查。此外，使用结构方程模型 (SEM) 进行分析。研究结果表明，这两个因素（教师考试焦虑的原因和应对考前焦虑的维度）是相互关联的。研究结果还表明，教师备考加上各种维度的焦虑是一项复杂的任务，需要教育利益相关者不断改进教师考试焦虑的原因和考前焦虑的因素，以更好地促进学业和道德发展。