Stress and Performance of Elementary School Teachers of Southern Papua: A Survey Approach

Abstract

This study aimed at describing the potential effect of teachers' work-related stress on their job performance in the elementary schools of Southern Papua, Indonesia. To attain this objective, we employed a quantitative approach using a survey research design. Two quantitative survey questionnaires using a four point Likert's scale were administered to 1062 teacher respondents which were incidentally drawn from amongst 3078 elementary schools' teachers of Southern Papua. Data were analyzed quantitatively using simple linear regression analysis technique by employing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis revealed a significant negative effect of teachers' stress on their job performance in the elementary schools of Southern Papua. It means that the lower teachers' stress the higher teachers' job performance, the higher teachers' stress the lower teachers' job performance. Finding of this study may theoretically contribute a valuable extension of the existing researches as it gives an insight into the stress and job performance of elementary school teachers who survive in the challenging context of Southern Papua, Indonesia.

Job Satisfaction and Performance of Elementary School Teachers in Southern Papua, Indonesia

“…The informants were incidentally determined due to the following two thoughts: (a) most of the elementary schools are situated in the swampy remote areas and are difficult to reach [Table 1], and, (b) many remote elementary school teachers were not at school during the time of data collection. Adopted from Yunarti et al [7] with a substantial adjustment in the number of informants…”

“…Borman and Motowidlo (as cited in [7]) classified performance into the following two aspects, namely task performance and contextual performance. Though these two aspects are complementary to one another, they are different.…”

“…Though these two aspects are complementary to one another, they are different. Borman and Motowidlo (as cited in [7]) described the difference of these two aspects as follows: (a) activities relevant to task performance vary between jobs, while contextual performance activities are relatively similar across jobs; (b) task performance is related to ability, while contextual performance is related to personality and motivation; and (c) task performance is more prescribed and constitutes in-role behavior, while contextual performance is more discretionary and extra-role.…”

“…Job satisfaction, in turn, plays an important role in rising or reducing performance. Despite the huge amount of current studies exploring the job performance of teachers [7,[26][27][28] and how job performance is predicted by their job satisfaction [26,[29][30][31][32][33][34][35][36][37][38][39][40][41][42][43], we are still motivated to explore the topic to address the two following issues: (a) the need of improving the elementary school students' ability in reading, writing, and arithmetic and (b) the need of having high qualified and committed teachers in teaching the future generations of nation [46][47].…”

Job satisfaction and organizational commitment among Catholic primary school teachers of Merauke

“…This study aimed at describing whether the correlation exists between the job satisfaction and organizational commitment among the Catholic primary school teachers of Merauke, Indonesia. To attain this objective, the study employed a survey approach due to that of the following six profits: (a) great demonstration, (b) little budget, (c) suitable data collecting, (d) helpful statistical significance, (e) minor investigator prejudice, and (f) accurate result [44][45][46].…”