The Impact of Teacher Training on Student’s Academic Motivation, Anxiety, and Stress: A Comparative Analysis of In-service Trained and Untrained Teachers

Abstract

The current study investigates the impact of in-service teacher training on students' academic achievement motivation, general anxiety, and stress levels. Using an experimental design, data were collected from 400 students (200 each from classrooms with in-service trained and untrained teachers) across grades nine to twelve. Standardized tools used to assess the psychological parameters were the Academic Achievement Motivation Test (Sharma, 2005), the General Anxiety Scale for Children (Kumar, 2003), and the Stress Scale (Lakshmi &Narain, 2015), which were administered to assess the three variables. Results revealed that students taught by trained teachers exhibited significantly higher academic motivation, lower stress levels, and general anxiety than those taught by untrained teachers. The current findings support existing theoretical frameworks such as Self-Determination Theory, Cognitive Load Theory, the Transactional Model of Stress and Coping, and Sociocultural Theory. This suggests that in-service training enhances teachers’ capacity to foster psychologically supportive learning environments. The study highlights practical implications for education policy, teacher training curriculum, and school leadership practices. Some limitations, such as cross-sectional design and reliance on self-report measures, were also acknowledged. Recommendations for future research include longitudinal approaches, multi-method assessments, and a more profound examination of training program content and implementation fidelity.