Social, Psychological Effects of Central Examinations on Teachers and Their Reflections on Teachers' Curriculum Implementations

Examining the social, psychological effects of the central examinations on teachers and their reflection on the implementation of the teachers' curriculum, this research is qualitative in the phenomenology design. The working group consists of 15 volunteer teachers who work at the state secondary and high schools in Kahramanmara？ during 2017-2018 academic year. The data was gathered through a semi-structured interview form and content analysis was used during data analysis. Research results have revealed the psychological effects of the central examinations on teachers as creating pressure, making them stressful and motivating, while social effects have been determined as the cause of discrimination, competition and solidarity among teachers. It has been found that central examinations affect the image of teachers. Central examinations have positive effects on the professional development of teachers; following the developments regarding the related field, refreshing their knowledge, practicing in question solving and self-assessing themselves. The examinations have also negative effects such as robotizing the teacher, being tiresome and weary and unable to socialize. The results have suggested teachers’ failure in implementing the curriculum as in the program, but they can determine exam-oriented purpose and content, implement method and technique, and make measuring and assessments through multiple choice exams