Work Stress and its Influence on the Work Performance of Swaziland Teachers in the Swaziland School Education System

Hamid, Zaheer; Bisschoff, Christo; Botha, Christoff

doi:10.1080/09764224.2015.11885532

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…In this regard, studies have further clarified that demanding an increase in employee performance or conveying similar intentions through HRM practices may develop performance-focused HR attributions. In such an environment, employees consider HRM practices as job demands and feel stress that can be harmful for their health and may also result in decreased performance instead of any positive outcome ( Hamid et al, 2015 ; Van De Voorde and Beijer, 2015 ; Sidhu et al, 2020 ). Conversely, organizations concentrating on employees’ well-being or sending such signals through HRM practices which signify that organization is interested in employee development may develop well-being-focused HR attributions.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Work-Related Flow: The Development of a Theoretical Framework Based on the High Involvement HRM Practices With Mediating Role of Affective Commitment and Moderating Effect of Emotional Intelligence

Wang

Shaheryar

2020

Front. Psychol.

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The long-term success of organizations is mainly attributable to employees’ psychological health. Organizations focusing on promoting and managing the flow (an optimal experience and optimal functioning state) may enhance employees’ well-being and performance to an optimum level. Surprisingly, the literature representing the role of HRM practices for their effect on work-related flow (i.e., intrinsic motivation, absorption, and work enjoyment) is very sparse. Accordingly, by drawing primarily on the job demands-resources model and HRM specific attribution theory, this paper develops a theoretical framework that unravels the effectiveness of specific organizational level High Involvement HRM (HIHRM) practices (i.e., recognition, empowerment, information sharing, fair rewards, and competence development) in activating the individual level work-related flow with beneficial effect and mediating role of affective commitment. In addition to highlighting the underlying mechanisms that may cause HIHRM practices to be regarded as resources and sometimes as demands, this paper especially proposes that these practices implemented with a focus to promote employee well-being are perceived as job resources and may positively influence affective commitment and flow, whereas these practices used as a demand to increase performance are perceived as job demands and may hinder affective commitment and flow. It is further significant to understand the possible moderating effects of emotional intelligence on the relationships among HIHRM practices, affective commitment, and flow. The paper augments the knowledge and understanding of the impact process of HIHRM practices, in particular how the HIHRM effect is sensed by the workers and thus, influences their succeeding job attitude and work experience. Finally, this work, as the first paper to link HIHRM practices with work-related flow, promotes the concept of positive psychology in the workplace.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Work-Related Flow: The Development of a Theoretical Framework Based on the High Involvement HRM Practices With Mediating Role of Affective Commitment and Moderating Effect of Emotional Intelligence

Wang

Shaheryar

2020

Front. Psychol.

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“…Hamid et al [43] conducted a study dealing with work-related stress and its prospective influence on work performance of Swaziland teachers. Using 377 valid data, the study found that most of the teachers working at the government school of Swaziland education system experienced work-related stress due to that of unfair promotion and personal growth, job dissatisfaction, job control and job retention.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the huge number of accessible literature examining the work-related stress and how it may affect performance (e.g. [10,20,[39][40][41][42][43][44][45][46][47]), we feel the need of looking seriously on this topic within the context of Boven Digoel district, Indonesia, to address the local demand of having loyal and dedicated teacher and of having capable primary school graduates [14,15]. Result of this study might be similar enough to the previous ones, but as this study provides the first empirical study of Indonesian education scheme exploring the eventual correlation between the work-related stress of primary school teachers and their performance within the context of Boven Digoel district, result of this study may hypothetically add the accessible literature by giving a cherished extension of related researches in other countries.…”

Section: Introductionmentioning

confidence: 99%

Work-related stress and performance among primary school teachers

Asaloei

Wolomasi²,

Werang

2020

IJERE

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Stress influences teachers’ performance and school effectiveness alike. The main objective of this study is to describe work-related stress and its eventual relationship with job performance of teachers working in primary schools of Boven Digoel district, Indonesia. To attain this objective, a survey study was employed by utilizing two survey questionnaires. Research data derived from a total of 352 primary school teachers who were incidentally established as samples. Data were statistically analyzed using Pearson’s correlation analysis. Result of data analysis shows a significant negative correlation between the work-related stress and job performance of teachers working in the primary schools of Boven Digoel district.

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Methods that teachers use to teach accounting in large Grade 12 classes in Eswatini

Mtshali,

Mkhize,

Ntombela

2024

SAJE

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In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers’ experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers’ experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

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Work Stress and its Influence on the Work Performance of Swaziland Teachers in the Swaziland School Education System

Cited by 5 publications

References 3 publications

Work-Related Flow: The Development of a Theoretical Framework Based on the High Involvement HRM Practices With Mediating Role of Affective Commitment and Moderating Effect of Emotional Intelligence

Work-Related Flow: The Development of a Theoretical Framework Based on the High Involvement HRM Practices With Mediating Role of Affective Commitment and Moderating Effect of Emotional Intelligence

Work-related stress and performance among primary school teachers

Methods that teachers use to teach accounting in large Grade 12 classes in Eswatini

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