EFFECTS OF STRESS ON THE TEACHING PERFORMANCE OF SECONDARY SCHOOL TEACHERS

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EFFECTS OF STRESS ON THE TEACHING PERFORMANCE OF SECONDARY SCHOOL TEACHERS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Hussien and Hussien (2006) defined stress as the situation by which the individual suffers from physical and psychological hyper tension resulted from factors that can’t be handled and exceeds human ability to cope with . Transition of teachers from primary school environment to secondary school environment could cause a psychological, academic and social shock to them, since this educational system has huge differences: home economics teacher will face new methods of teaching, new academic requirements, new academic environment, new type of relations between teachers and faculties and even new relations among teachers themselves. Accoring to Greenberge and Baroon (2000) stress is personal, physiological and emotional reactions against stimulus. Al-Samadani & Al-Dharrab, 2013; Hamaideh, 2009; Pierceall & Kim, 2007) similarly define stress as the perception of discrepancy between environmental demands (stressors) and individual capacities to fulfil these demands. Among home economics teachers, stress can be viewed as a positive or negative experience that affects their lives and performances (Jogaratnam & Buchanan, 2004). This is so because “academic work is never without stressful activities” (Agolla & Ongori, 2009).

Stress is one of the main aspects of our modern life, resulted from the rapid changes in human life, so this age is called the age of stress, teachers suffer from academic stress resulted from testing, home works and other school requirements which may exceed their abilities, mothers have their own stress resulted from child education, employees, leaders, and all universities have different types of stress, sometimes the same person suffers from different types of stress at the same time (Hussien and Hussien, 2006). In Nigeria, most schools are unisex so teachers co-education will have new types of relations with the opposite sex. Due to these changes, teachers can potentially experience different types of stress that can affect their mental and social health and their academic achievement. Hancock and Szalma (2008) noted that two general themes characterize modern stress theory. First, the presence of a mechanism through which individuals evaluates events in terms of their meaning fullness to the psychological or physical well-being. Second, individuals regulate their internal states and engage these mechanisms to compensate for perturbations induced by external events, including task demands.

As any psychological concept, stress has different definitions. Ibrahim (1998) defined stress as a severe emotional response resulted from internal or external change. Stressors refer to the factors or stimulators that cause psychological physical stress. Some scientests classify these stressors according to their frequency or duration (Hussien and Hussien,2006). Weightman (1999) classifies stressors into three main categories: Sudden traumal, chronic stressors and daily hassles.

According to that there are three main trends in studying stress. First, stress is a stimulus that threats the individual life, so stress is an independent variable originated from the individual internal environment. Second, stress is response to the external environment, so stress is treated as a dependent variable which affects physiological, emotional and cognitive body functions. Third trend is the transactional approach which is a combination of the two previous trends. (Hussien and Hussien, 2006).

The development in teachers of the attributes of productivity, creativity, entrepreneurship and lifelong learning is recognized internationally as a common goal of education systems. The field of Home Economics —is no exception to this trend as it is highly relevant to individual, family and societal development. However, academic stress among Teachers could threaten their achievement of the aforementioned goals. Hence, in the research reported in this paper, the academic stress experienced by Teachers in Universities in University of benin was investigated. Insights were provided into the concept and aims of Home Economics, the nature of stress and academic stress and some literature on academic stress in higher institutions around the globe. Findings revealed the various degrees of severity of academic stressors experienced by the home economics teachers. This finding is extremely significant, as not much previous studies looked at the discipline of Home Economics in relation to academic stress.

1.2 STATEMENT OF THE PROBLEM

Generally, teachers at all levels experience some forms of stress depending on their academic workload and environment. Teachers of home economics, including those at the Universities in Plateau state, frequently complain about heavy academic work load, especially when they have to combine academic and extra-curricular activities.

Most of these teachers are married men and women who travel home to attend to family needs when the least opportunity avails itself. Apart from this, teachers, especially those who are away from home for the first time, experience a lot of pressure in their effort to adapt to sechool life and life in Plateau state. Usually, teachers show stress induced behaviors in the middle of the semester when academic work coupled with other demands cause them to break down physically and emotionally. Interactions with nurses and the administrative assistant to indicate that most teachers who visit the school that complain of headaches and sleeplessness which are symptoms of stress. Such a situation calls for an investigation to identify the coping strategies that teachersadopt to manage stressful situations in

the academic environment.

1.3 OBJECTIVE OF THE STUDY

1. To assess the physical–technical related academic stressors experienced by teachersin universities in Plateau state.

2. To examine the academic stress and academic achievement of teachers in Plateau state.

3. To evaluate the strategies adopted by teachers to manage academic stress.

4. To examine social–interpersonal academic stressors experienced by teachersin universities.

5. To identify whether the academic stress experienced by the teachers vary based on year of study.

1.4 RESEARCH QUESTION

1. Can physical–technical related academic stressors experienced by teachersin universities in University of benin be assessed?

2. Is there any relationship academic stress and academic achievement of teachers in Plateau state?

3. What are the strategies adopted by teachers to manage academic stress?

4. Can one the examine social–interpersonal academic stressors experienced by teachersin universities?

5. Does level of academic stress experienced by the teachers based on year of study?

1.5 RESEARCH HYPOTHESES

H0: There is no significant relationship between academic stress and academic achievement of teachers in Plateau state.

H1: There is significant relationship between academic stress and academic achievement of teachers in Plateau state.

H0: There are no strategies adopted by teachers to manage academic stress.

H1: There are strategies adopted by teachers to manage academic stress.

1.6 SIGNIFICANCE OF THE STUDY

This study is meant to provide empirical evidences which will serve as useful guides to school counselors, educational psychologists, teachers, school administrators, parents and policy makers who may be working to improve teachers’ academic achievement. The findings of the study apart from adding to available literature on the subject matter have the potential to generate more research interests that could enhance an understanding of the problem of stress management and academic achievement.

Apart from knowing the stress coping strategies adopted by the teachers at universities in Plateau state. In , the findings from the study can help the teachers management, administration and counseling unit to recommend the appropriate counseling services for the home economics teachers. This study will be a source of information for researchers, teachers and social workers.

1.7 SCOPE OF THE STUDY

This study will cover universities in Plateau state. Therefore, this study is academic stress and management strategies among teachersin university of benin
1.8 LIMITATION OF THE STUDY

The researcher encountered some problems in the course of this study. They include:- difficult terrain; illiteracy on the part of some respondents which compelled the research assistants to read and explain the questions in the questionnaire. Some gave the questionnaire to somebody else to fill on their behalf.

1.9 DEFINITION OF TERMS

Stress: This defined as a situation by which the individual suffers from physical and psychological hyper tension resulted from factors that can’t be handled and exceeds human ability to cope with

Academic Stress: Academic stress has been identified as one of the limiting factors in learning outcomes. Pandya, Deshpande and Karani (2012) describe stress as the adverse reaction people have to excessive pressure or other types of demand placed on them.

School environment: School environment consist of both material and non-material resources in the school. It includes the teachers, peers, cohesiveness, the subjects, method of teaching. A healthy and attractive school environment makes for conducive learning and promotes teachers pride in their schools and their interest to stay in school (Mgbodile 2004).

Academic performance: Academic performance is commonly measured by

examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important.

Home Economics: Home Economics is described as the study of laws, conditions, principles and ideals concerned with peoples immediate physical environment and their nature as a social being, and specially the relation between those two factors (Azubuike, 2014).

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