INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Setting Pass Rate Targets for English Teachers of Rural Schools. Pressure

Performance and Challenges in O/LExam

S.Pratheesha¹, T.Vijayanka²

¹Department of Language Studies, University of Vocational Technology

²Department of English, Sri Lanka Institute of Advanced Technological Education

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000785

Received: 07 November 2025; Accepted: 14 November 2025; Published: 24 November 2025

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.

Keywords: challenges, English teachers, pass rate targets, pressure performance, rural schools

INTRODUCTION

Raising student performance on national exams is a primary goal in many educational institutions, particularly

in developing nations. Implementing pass rate targets, which are precise performance goals for teachers based

on the proportion of pupils anticipated to pass standardized tests, is one popular tactic. These goals are

frequently employed as standards to gauge the efficacy of teachers and promote advancements in academic

results. Such goals are commonly linked to performance on the G.C.E. Ordinary Level (O/L) exams in the

context of English Language Teaching (ELT) in rural schools in Sri Lanka.

Setting pass rate goals can inspire teachers to improve their teaching and promote accountability, but it can

also put a lot of pressure on them, particularly in rural areas with limited resources where issues like low

student proficiency, big class sizes, and a lack of teaching resources are common. In these environments,

English teachers frequently have to balance the demands of the institution with challenging working conditions

that could impede students' advancement. This study looks at the demands and difficulties English instructors

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

in rural schools encounter when preparing their pupils for the O/L English test, as well as how pass rate targets

affect their performance. Developing equitable and successful educational policies that promote teacher well-

being and student achievement requires an understanding of these relationships.

Research Questions

1. How do pass rate targets influence the teaching practices and performance of English teachers in rural

schools?

2. At what extent setting pass rate targets creates pressure for English teachers of rural schools?

3. What are the challenges encountered by the English teachers of rural schools?

Research Objectives

This study explores the impact of setting pass rate targets for English teachers of rural schools. In addition it

also identifies the pressure performance and specific challenges encountered by the English teachers of rural

schools in meeting pass rate targets.

BRIEF LITERATURE REVIEW

There has been much discussion in the educational literature on the role that target setting plays in the role of

teachers accountability. Performance targets in English language instruction, particularly in rural schools,

frequently seek to enhance student performance on standardized tests like the GCE Ordinary Level (O/L)

exam. Although target-driven education can foster focused instruction and accountability (Linn, 2000), it may

also put teachers under unanticipated pressure, especially in rural and under resourced areas.

Despite being meant to enhance quality, target setting can lead to "teaching to the test," which reduces the

emphasis on communicative competence and more general language abilities (Shohamy, 2001). This affects

both the overall development of pupils' language skills and pedagogical independence. On the other hand,

target setting can assist in identifying gaps and providing guidance for professional development programs

when it is properly structured and contextualized (Leithwood & Jantzi, 2006).

There isn't much research on how English teachers in rural Sri Lankan schools respond to performance goals

associated with the O/L test. By examining the demands they encounter, how they affect their teaching

methods, and the wider implications for educational fairness and language-learning outcomes, this study seeks

to close that gap.

METHODOLOGY

This study employs two phases. First, face to face interviews were conducted for six English teachers who

have the experience of teaching more than 7 years in all were chosen at random from rural schools to

participate in in-depth, semi-structured interviews. These teachers were chosen to reflect a variety of

backgrounds and experiences in the classroom. Responses were recorded and transcribed for thematic analysis.

A systematic questionnaire was created based on the information obtained from the interviews. Convenient

sampling was then used to disseminate the questionnaire to 27 English teachers. These participants had prior

experience in teaching English for the O/L test and were also from rural educational environments. The

questionnaire consists of both Likert scale items and open ended questions with background information to

gather qualitative data. The questionnaire was distributed digitally. To find key problems and recurrent themes

pertaining to performance pressures and teaching difficulties, qualitative data from interviews was subjected to

thematic analysis. Descriptive statistics were used to examine the quantitative data from the questionnaire in

order to find recurring themes, frequencies, and trends in the teachers’ responses.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

RESULTS AND DISCUSSION

Gender

Table 1: Gender

Male

Female

Table 1 displays the gender distribution of English teachers in rural schools based on a sample size of 27. The

data reveals a significant gender disparity, with female teachers (18) outnumbering male teachers (9). This

means that 66.7% of the sample are female, while 33.3% are male.

Years of teaching experience

Table 2: Years of teaching experience

Years of experience

10 – 12

No of teachers

12-15

15-18

Above 18

Table 2 presents the distribution of English teachers in rural schools based on their years of teaching

experience. Out of the total 27 teachers, the majority—15 teachers—have between 15 to 18 years of

experience, indicating a highly experienced teaching workforce. 6 teachers fall within the 12 to 15 years range,

while 4 teachers have more than 18 years of experience. Only 2 teachers have relatively less experience, falling

within the 10 to 12 years range.

Pass rate targets achieved last year

Table 3: Pass rate targets

Pass rate targets

60 - 65

No of teachers

65 – 70

70 – 75

Table 3 illustrates the pass rate targets achieved by English teachers in rural schools during the previous year.

Out of 27 teachers, the majority ,17 teachers achieved pass rates between 60% and 65%. 6 teachers reached

pass rates between 65% and 70%, while only 4 teachers achieved between 70% and 75%. This distribution

suggests that while most teachers met the minimum pass rate benchmarks, relatively few exceeded them,

indicating potential challenges in raising student performance beyond basic targets in rural educational

settings.

Pressure performance and wellbeing

Table 4: Pressure performance and wellbeing

Strongly

disagree

Disagree Neutral Agree Strongly

agree

a. The pressure to achieve pass rate

1.97%

14.7% 83.33% 0%

targets significantly increases teachers' workload

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

b. Pass rate target policies contribute to

diminished job satisfaction among teaching staff

c. Support materials and mentoring are

provided to us to help us achieve the targets

d. School and educational administrators

hold teachers only responsible when goals aren't met

e. The process of setting targets

24.5% 49.8% 25.7%

36.7% 33.3% 10.7%

13.3%

26.7%

56.7% 16.6%

100% 0%

77.1% 7.4%

stresses teachers and causes them anxiety

f. Setting targets disrupts the

3.5%

12%

work-life balance of teachers

Table 4 presents the responses of English teachers in rural schools regarding the impact of pass rate targets on

their performance pressure and wellbeing. The majority of teachers (83.33%) agreed that the pressure to

achieve pass rate targets significantly increases their workload, while 100% agreed that the process of setting

targets causes stress and anxiety. Additionally, 49.8% agreed and 25.7% strongly agreed that these policies

reduce job satisfaction. A notable 77.1% of teachers also felt that target-setting disrupts their work-life

balance. While 56.7% agreed that teachers are solely held accountable when targets are not met, only a

minority (33.3% agree, 10.7% strongly agree) felt they received adequate support and mentoring. These

responses suggest that pass rate targets are a major source of pressure and stress among rural English teachers,

negatively affecting their professional satisfaction and personal wellbeing.

Teaching experience and challenges

Table 5: Teaching experience and challenges

Strongly Disagree Neutral Agree Strongl

y agree

disagree

a. The need to meet targets

8.4%

25%

11.3% 47%

33.3%

influences my teaching methods

b. Each year's increase in the number of targets 0%

enhances the efficiency of the teaching-learning practice

75%

c. Students' attitudes and their behaviors

influence their ability to reach their targets

d. Family background and students' economic

Background influences their goal achievement

e. Teachers work hard and put in

10.6% 72.7% 16.7%

8.9%

7.7%

23%

51.4% 16.7%

44%

21%

48.3%

16%

extra effort to achieve the set target

f. Students collaborate and contribute

alongside teachers to achieve the goal

57%

Table 5 explores how teaching experience relates to the challenges teachers face in meeting pass rate targets. A

significant portion of teachers (47% agree, 33.3% strongly agree) reported that the need to meet targets

influences their teaching methods. Interestingly, while 75% agreed that the annual increase in targets enhances

the efficiency of teaching and learning, 25% disagreed, suggesting mixed perceptions about the effectiveness

of this approach. Most teachers (72.7% agree, 16.7% strongly agree) acknowledged that student attitudes and

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

behavior directly affect their ability to meet targets. Additionally, 68.1% (51.4% agree, 16.7% strongly agree)

believed that students’ family and economic backgrounds play a role in achieving academic goals. A large

majority (44% agree, 48.3% strongly agree) also admitted to putting in extra effort to meet set targets.

However, only a small proportion (21% agree, 16% strongly agree) felt that students collaborate and contribute

meaningfully toward reaching those goals, with 57% remaining neutral. These findings suggest that while

teachers are committed and adaptive under pressure, external factors—such as student engagement and socio-

economic challenges—pose significant obstacles.

The analysis produced five themes.

Affect their teaching

Although performance targets are meant to improve academic performance, they can place a great deal of

strain on educators who are already dealing with a lack of funding, poor infrastructure, and socioeconomic

disadvantages among their pupils. These factors create an atmosphere in the classroom where teachers feel

pressured to concentrate only on test results, often at the expense of more general learning objectives like

creativity, language development, and student involvement.

Teachers' teaching strategies are greatly impacted by the pass rate targets they set. Many educators adopt an

“exam-oriented approach”, stressing structured replies and model solutions that closely resemble examination

forms, in response to the pressure of meeting these standards. More innovative and student-centered teaching

strategies are frequently sacrificed in favor of this limited emphasis on test preparation. Teachers said they

feel pressured to focus on exam drills rather than developing students' overall language proficiency or

involving them with a variety of interactive teaching strategies and resources. Their capacity to try out novel

approaches, modify lessons to accommodate various learning preferences, or provide regionally relevant

content is thereby severely constrained. In addition to lessening the depth of the educational process, this also

inhibits teachers' professional creativity and independence in the classroom.

Challenges

The strong emphasis on achieving measurable goals caused teachers to feel limited in their pedagogical

choices. Many talked about changing lesson plans to "teach to the test" instead of fostering comprehensive

language proficiency. Teachers' feeling of autonomy and professional inventiveness are restricted in this

performance-driven environment, which also has an impact on the quality of instruction. The management of

classrooms with a wide range of competence levels is particularly difficult for English teachers in rural areas,

since pass rate goals don't always account for the students' complex and varied learning demands. In an effort

to improve teaching and learning effectiveness, the number of pass rate targets is raised annually. In actuality,

though, this desired improvement is not being achieved. Several outside variables continue to impede growth

even when teachers make extra efforts, such as adding more classes, customizing lesson plans, and delivering

individualized help. The attitudes and actions of students toward learning English present a significant

obstacle. Numerous kids exhibit low motivation, sporadic attendance, and little involvement in extracurricular

activities. They stated, “students are not working together collaboratively with teachers”. Students' family

background and socioeconomic conditions, which have a significant impact on their academic achievement,

further exacerbate this gap. The necessity for children to contribute to household income, a lack of parental

support, and little exposure to English outside of the classroom all create a learning environment where

reaching ever-higher goals becomes unachievable. Teachers are thereby disproportionately burdened and held

responsible for results that are influenced by factors that are mostly out of their control.

Pressure and well being

Among the participants, mental health and wellness were identified as major concerns. Due to the pressure to

reach goals, many educators reported experiencing stress, anxiety, and burnout. The anxiety of performing

poorly frequently resulted in emotions of inadequacy on a personal and professional level. The sensation of

surveillance was heightened by the ongoing observation and assessment, which some educators found

discouraging. These mental health problems are made worse for teachers in rural locations, who frequently

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work alone in their careers without enough institutional or peer support. This can worsen their general

wellbeing and, in certain situations, make them think about quitting teaching entirely. Teachers mentioned that

they have “a heavy workload and experience high levels of stress” since they are expected to meet pass rate

standards primarily on their own. Teachers must deal with these responsibilities alone since they have little to

no access to professional development, mentoring, or support resources. The strain is increased by this lack of

systematic assistance, particularly in rural schools with limited funding. Additionally, when goals are not

reached, school and educational authorities sometimes blame teachers for everything without taking into

account the larger contextual difficulties they encounter. A culture of blame rather than support is fostered by

this one-sided accountability. Teachers experience anxiety and anticipatory tension just by establishing these

goals, frequently without their input, because they worry about the repercussions of not meeting them. This

pressure has the potential to lower job satisfaction, undermine morale, and have a detrimental effect on student

outcomes and teacher performance over time.

Workload and job satisfaction

Another recurrent subject is workload. Setting pass rate goals frequently calls for more time spent on lesson

planning, helping challenging students, and filing paperwork. Teachers who may already be handling several

functions in underfunded schools are further burdened by these additional duties, which are not often

accompanied by greater support or pay. Teachers who experience an imbalance between effort and reward feel

overworked and underappreciated, which has a substantial impact on their job satisfaction. Many participants

questioned if their careers could continue under such circumstances and noted a deterioration in their inner

desire. Teachers often conduct extra classes on weekends and holidays in an effort to help students meet

performance targets. However, this additional commitment leaves them with little to no time for their own

families or personal well-being. The blurring of boundaries between professional and personal life contributes

to emotional exhaustion and work-life imbalance. Many teachers express a sense of sacrifice, as they forgo rest

and personal time to fulfill professional demands, often without adequate recognition or compensation,

mentioned “work – life imbalance”. This ongoing strain not only affects their mental health but also

diminishes their overall job satisfaction and long-term motivation.

School administration when targets are not met

When pass rate goals are not reached, tensions with the school administration are more noticeable. Despite

contextual variables beyond their control, like absenteeism, a lack of study resources, or unfavorable study

conditions at home, a number of teachers reported feeling scrutinized or criticized. Teachers and school

leadership felt alienated and mistrusted in certain cases because administrative responses to unmet targets were

punitive rather than supportive. The possibility of productive problem-solving and ongoing development is

compromised by this breakdown in cooperation and communication. “School administrators often place the

blame on teachers when pass rate targets are not achieved”, without fully considering the underlying issues

related to students. Factors such as irregular attendance, lack of motivation, and socio-economic challenges are

frequently overlooked. Instead of addressing these root causes, administrators continue to raise the targets each

year, regardless of whether the previous ones were met. This persistent escalation of expectations, without

corresponding support or contextual understanding, creates a cycle of unrealistic demands and growing

pressure on teachers.

Overall, the analysis emphasizes that strict pass rate targets might have unforeseen negative effects, even if

accountability in education is crucial. Systemic issues and performance expectations combine to create an

environment that frequently impedes rather than improves educational outcomes for English teachers in rural

areas. Performance evaluation requires a more sophisticated and encouraging approach that takes into account

the particular difficulties of teaching in rural areas and places equal emphasis on teacher well-being and

student progress.

CONCLUSION

There are many obstacles and a lot of pressure on English teachers in rural schools to reach O/L test pass rate

targets. Unrealistic expectations imposed by educational authorities, lack of resources, and the socioeconomic

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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difficulties experienced by students in rural areas are frequently the causes of these pressures. Despite

incorporation of students, poor training opportunities, and restricted access to instructional resources, teachers

are expected to perform well. As a result, the pressure to meet goals has an effect on both their professional

health and the teaching and learning process as a whole. In order to overcome these obstacles, target-setting

must become more context-sensitive and helpful, emphasizing teacher empowerment over making them

exclusively responsible for structural flaws.

REFERENCES

1. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Harlow,

England: Pearson Education

2. Leithwood, K., & Jantzi, D. (2006). The development and testing of a school improvement model.

School

Effectiveness

and

School

Improvement,

17(4),

441–464.

https://doi.org/10.1080/09243450600743533

3. Linn, M.ꢀC. (2000). Designing the knowledge integration environment. International Journal of Science

Education, 22(8), 781–796. https://doi.org/10.1080/095006900412275

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