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Teacher Exam Stress & Pressure Assessment (TESPA™)

Purpose

This assessment measures how a teacher’s stress regulation, belief systems, and institutional pressure influence students’ confidence, learning behaviour, and mental well-being.
⚠️ This is not a teaching skill test.
It measures psychological impact, not subject knowledge.

Name

Email

Phone Number

Aadhar Number

Instructions

36 statements
Answer honestly based on daily classroom behaviour, not ideals
Scale:
1 -> Meaning 1 -> Strongly Disagree 2 -> Disagree 3 -> Neutral / Sometimes 4 -> Agree 5 -> Strongly Agree

SECTION 1: Systemic Pressure & Role Stress

Student results directly affect my job security or evaluation.

I feel caught between parents’ expectations and administration demands.

I carry student results as a personal responsibility.

Administrative pressure increases my classroom strictness

I often feel emotionally exhausted during academic peaks.

I believe poor results reflect badly on me as a teacher.

SECTION 2: Emotional Regulation in Teaching

I remain calm when students underperform.

My stress sometimes shows in my tone or body language.

I consciously regulate my emotions while teaching.

I react immediately when expectations are not met.

I can pause before responding to mistakes.

I believe authority requires emotional firmness.

SECTION 3: Classroom Psychological Safety

Students feel safe asking “basic” questions in my class.

I discourage ridicule or comparison between students.

I use fear of consequences to maintain discipline.

I reward effort, not only correct answers.

Students openly admit confusion without embarrassment.

Silence in class makes me uncomfortable.

SECTION 4: Failure, Evaluation & Feedback

I view mistakes as feedback, not defiance.

I feel pressure to finish the syllabus over student understanding.

I provide corrective feedback without humiliation.

I internally judge students by marks.

I separate a student’s performance from their worth.

I feel responsible for every student’s outcome.

SECTION 5: Autonomy vs Control

I allow multiple solution paths when possible.

I prefer strict compliance to ensure results.

I encourage independent thinking even if it slows pace.

I intervene quickly to prevent failure.

I trust students to handle academic responsibility.

I believe discipline is more important than curiosity.

SECTION 6: Mental Health Awareness & Boundaries

Chronic stress affects learning and memory.

I can recognize burnout signs in students.

I know when to refer students for additional support.

I feel guilty taking breaks during exam seasons.

My self-worth is linked to student results.

I believe caring for my mental health improves teaching quality.