In Africa, students use strategies to succeed in studies. Christians and Muslims take a few minutes to pray to their God in the face of trials or on the eve of exams they organize prayer sessions so that God gives them the intelligence to face trials. As for those of endogenous beliefs, they make libations or sacrifices so that the spirits of the ancestors accompany them during their examinations. They use these practices to reduce stress. This study aims to identify the reasons why students are stressed at exams and the practices used to overcome the stress. This quantitative study allowed us to randomly choose 138 first-year students who were subjected to a series of survey questionnaires in order to identify, on the one hand, the manifestations of stress and, on the other hand, the management methods adopted. Based on our theoretical model, the results obtained show that the stress developed by the students is due to the fear of failure, the fear of wasting the financial means invested by the parents. The management methods adopted by INJEPS students to cope with stress include: perfect knowledge of the courses, preparation several days before the exam; religious beliefs through prayers, offerings and grigris.

In order to make Beninese English teachers aware that they have an important part to play in their professional growth, authorities in charge of education have suggested amongst many activities, weekly pedagogical workshops (WPW). These meetings are directed by one or two head-teachers elected by their peers. This paper aims at surveying teachers’ attendance rate, the different programs carried out during the sections, the subjects discussed and the rationale for weekly pedagogical workshop viewed from teachers’ standpoint. To achieve this goal, questionnaires were distributed to twenty (20) teachers, and a series of teachers’ weekly meetings observation was carried out. Experimentation based on classroom observations has been carried out with twenty (20) teachers in Porto-Novo. The results showed that teachers express low interest in the weekly pedagogical workshop. This is shown through the low rate of attendance, due to monotony or lack of innovation in the meeting agendas and the paucity of information and discussion about teachers’ classroom practices.