An Investigation of Work-Related Stress among High School Teachers in the Hhohho Region of Swaziland

Dlamini, Ceasar S.; Okeke, Chinedu Ifedi; Mammen, Kuttickattu John

doi:10.5901/mjss.2014.v5n15p575

Cited by 6 publications

(6 citation statements)

References 47 publications

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“…A study by Dlamini, Okeke and Mammen from 2014 has indicated that badly planned changes were a major source of work - related stress among teachers in Swaziland [ 14 ]. Changes in education as a major factor among sources of work - related stress among teachers were also reported by studies conducted in South Africa and Zimbabwe in 2002 [ 15 , 16 ].…”

Section: Discussionmentioning

confidence: 99%

Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

Agaiâ€“Demjaha

Минов

Stoleski

et al. 2015

Open Access Maced J Med Sci

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BACKGROUND:Once high levels of work-related stress among teachers were confirmed many studies concentrated on identifying and investigating key stress factors among school teachers. Unfortunately there are very few researches made on stress causing factors among teachers in Republic of Macedonia.AIM:To determine the most frequent stress causing factors among teachers in elementary schools and to investigate their relationship with demographic and job characteristics.METHODOLOGY:We performed a descriptive-analytical model of a cross-sectional study which involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire.RESULTS:Among six categories of factors that generate work related stress (job demands, control, relationships, role, changes and support) control and support had the highest mean scores. Within the control category the highest levels of perceived teacher’s work-related stress were caused by the following factors - changes in terms and conditions without consultation and given responsibility without the authority to take decisions. 141 out of the interviewed teachers (47%) have mentioned changes in terms and conditions without consultation as very stressful, while another 50 (16.67%) have reported it as stressful. 123 out of interviewed teachers (41%) have stated given responsibility without the authority to take decisions as very stressful, with another 105 (35%) have reported it as stressful. In the category support the highest levels of perceived teacher’s work-related stress were caused by stress factors - lack of funds/resources to do the job and limited or no access to training. Out of 300 interviewed teachers, 179 (59.67%) have reported lack of funds/resources to do the job as very stressful, while another 50 (16.67%) as stressful. There is no significant relationship between the stress factor limited or no access to training and demographic and job characteristics.CONCLUSION:Our findings confirm that within the control category, the highest levels of perceived teacher’s work-related stress were caused by changes in terms and conditions without consultation and given responsibility without the authority to take decisions, while in the category support, the same was true for stress factors lack of funds/resources to do the job and limited or no access to training. We have also concluded that the lower-grade school teachers, female teachers, teachers for whom this is the first job and teachers with university education perceive more often the lack of authority to take decisions as a very stressful factor than the upper-grade school teachers, male teachers, teachers previously employed in another workplace, and those with high education. The lower-grade school teachers, older teachers and teachers with university education perceive more often changes in education as a very stressful factor than the upper grade school teachers, younger teachers and those with high education.

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Section: Discussionmentioning

confidence: 99%

Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

Agaiâ€“Demjaha

Минов

Stoleski

et al. 2015

Open Access Maced J Med Sci

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“…Earlier studies (Okeke & Dlamini, 2013;Dlamini et al, 2014;Afshar & Doosti, 2016), pointed out that positive work environment was very important for the workersí physical, mental and emotional health. According to Khan (2003), favourable working conditions would boost teachersí job satisfaction.…”

Section: Views On Causes Of Dissatisfactionmentioning

confidence: 99%

“…Research findings indicated that a majority of the respondents were intrinsically motivated; 90 percent of these teachers agreed that they chose the teaching profession because they had passion for teaching. Skaalvik and Skaalvik (2007), Okeke and Dlamini (2013), Dlamini et al (2014), Afshar and Doosti (2016) found that teachersí self-efficacy influenced their teaching behaviour and their studentsí motivation and achievement. Self-efficacy is a personís judgment about being able to perform a particular activity.…”

Section: Aspirations To Become a Teachermentioning

confidence: 99%

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke

Mtyuda²

2017

Journal of Teacher Education for Sustainability

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Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachersí broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.

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“…Amidst these activities, stress may be inevitable. Consequently, teachers' stress has been a subject of research for many decades (Dlamini and Okeke et al, 2014;Pandey, 2015). Traditionally, teaching profession was believed to be a low stress occupation (French, et al 1982as cited in Parray, et al 2016.…”

Section: Introductionmentioning

confidence: 99%

“…Traditionally, teaching profession was believed to be a low stress occupation (French, et al 1982as cited in Parray, et al 2016. However, in the past decades, researchers have shown that all over the world, teaching profession is a stressful occupation (Manabete et al, 2016, Precey, 2015, Dlamini and Okeke, et al, 2014, Nwosu and Ayodele, 2011Alan et al, 2010), at all levels from the elementary to university level (Parray, et al, 2016). As such, researchers have gradually become more interested in examining stress in the teaching profession.…”

Section: Introductionmentioning

confidence: 99%

Job-Related Stress among Public Junior Secondary School Teachers in Abuja, Nigeria

Ojeka

Dickson

Edeoga

2019

IJHRS

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In time past, teaching profession was presumed to be stress free. Conversely, stress is gradually becoming endemic in various professions. However, recent studies have shown an exponential increase in the number of educators reporting that stress is affecting their work. Hence, this study seeks to examine causes, signs, symptoms and consequences of job stress among Junior Secondary School teachers in Abuja. This qualitative study used interview to elicit information from a focused group. Thematic content analysis was used to analyse data generated. The findings showed that teachers' stress emanated from external and internal work environments which have moderating and mediating effect on the level of stress an individual feel in carrying out his/her work. Moreover, the consequences of the identified stressors were psychological, behavioural and physiological. Furthermore, the study suggests preventive and interventional measures which can aid to reduce the negative effects of stress on teachers.

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An Investigation of Work-Related Stress among High School Teachers in the Hhohho Region of Swaziland

Abstract: This study sought to investigate the work-related stress among high school teachers in the

Cited by 6 publications

References 47 publications

Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Job-Related Stress among Public Junior Secondary School Teachers in Abuja, Nigeria

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