An Evaluation Of Effective Management Of Teachers’ Job Related Stress In Some Selected Primary Schools

Primary Education Project and Semina Material

An Evaluation Of Effective Management Of Teachers’ Job Related Stress In Some Selected Primary Schools

Chapter One


1.1 Background to the Study

In developing countries like Nigeria, education aims to provide pupils with new skills, information, cultures, attitudes, behaviors, and creative solutions to everyday issues. Education is to provide the economy with human capital capable of effectively converting other resources into high-value output for a better quality of life (UNESCO, 2010). To achieve high-quality education for long-term growth, the teacher, as the primary impact er of information, must be well-motivated, healthy, and content with their work. Unfortunately, prior studies show that teachers are often stressed at work, preventing them from achieving the desired high levels of performance, resulting in inefficient teaching and delays in national and global growth (Kyriacou&Chien, 2004). Many academics believe that work discontent produced by a variety of circumstances (stressors) causes teachers to become stressed, unwell, perform poorly, and finally leave the profession (Borg & Chao, 2010). Teachers need understanding and support, as well as voices of reason, to counterbalance both the stress-inducing signals they get from this culture and profession, as well as the demoralizing, self-defeating ideas that some of them continue to tell themselves. Many stress symptoms are so frequent that they are considered the normal, even expected, consequence of living busy, productive lives. Basic realities regarding the insidious, often deadly consequences of stress on individuals throughout their lives should be known by teachers. Mgbodile Grace (2004) discovered certain elements that contribute to secondary school teachers’ stress. Poor student work attitudes, time pressure resulting from a heavy workload, and a lack of school discipline; teacher incompetence and lack of confidence in his ability; bureaucratic interference exemplified by frequent and arbitrary changes in school policy, as well as non-payment and delayed payment of teacher salaries are among these factors. Apathy, negativism, poor morale, boredom, anxiety, frustration, weariness, sadness, alienation, anger/irritability, medical problems (headache, stomach trouble), and absenteeism are all signs of stress and burnout among teachers. When we speak of stress and its negative consequences, we usually refer to stress in its extreme form (Okere and Onyechi, 2007).

Teachers are well aware that they are continuously under stress as a result of their employment. This, in turn, has an impact on their performance. According to Nayyar & Naomi (1994), teacher job performance is the degree to which an individual teacher fulfills a certain task or obligation in accordance with established standards or criteria. Teacher performance is defined as an instructor’s behavior that varies depending on the context in which the teacher effectively performs any specified task or obligation (Cheng &Tsu. 1998). However, due to the teacher’s stress, he is unable to carry out this task or duty efficiently. When a teacher is stressed, Tahir Almumin (2011) remarked, poor teaching quality, low student satisfaction, and turnover affect the instructor’s overall performance. The following are some of the impacts of stress on teachers, as stated by Brown and Ralph (1999): Increased introversion, irritability with colleagues, unwillingness to cooperate, frequent irrational conflict at work, increased substance, persistent negative thoughts, loss of appetite, and accident proneness. Reduced work performance and output, loss of confidence and motivation, inability to manage line or delegate, feelings of alienation and inadequacy, feelings of alienation and inadequacy, increasing introversion, irritability with colleagues, unwillingness to cooperate, frequent irrational conflict at work If the school system is experiencing rising dissatisfaction as a result of poor leadership, the school principal is unlikely to get the cooperation of his subordinates(Brown and Ralph, 1999). When the problem becomes more serious, the school principal, or any superior officer for that matter, feels “alone” since his subordinates seem to be either terrified of him or fearful of coming into touch with his harassing behavior. When he is unable to obtain the cooperation of his subordinates, he is inclined to get enraged at everyone around him. He is not pleased with this position, and neither are his subordinates. The school’s objectives will not be met in the end. This research work examines effective management of teachers’ job related stress in some selected primary schools in Ogun state.

1.2 Statement of the Problem

Stress, it is widely accepted, is unavoidable as long as one lives; so, the issue is how to handle it. The secondary and elementary school systems provide an ideal setting for teaching and learning(Brown and Ralph, 1999). Teachers’ capacities to address the problems in the classroom are severely harmed by stress. When primary school instructors do not manage their stress well, it may have a negative impact on their teaching style, which ultimately impacts the academic quality of their students. When a teacher is stressed, his or her emotional, cognitive, and psychological functions are compromised. As a result, instructors must be able to successfully handle stress when it arises in order to teach effectively and efficiently. So, what are primary school teachers’ stress management strategies? It is against this background that this study is faced with the problem of establishing effective management of teachers’ job related stress in some selected primary schools.

1.3 Objectives of the Study

The general objective of this study is to examines effective management of teachers’ job related stress in some selected primary schools. The specific objectives and are:

  1. To examine the causes of stress among primary school teachers in Ogun State.
  2. To find out the effect of stress among primary school teachers in Ogun State.
  3. To investigate the strategies for effective management of stress among primary school teachers in Ogun State.

1.4 Research Questions

These are some of the questions the study is designed to answer:

  1. What are the causes of job related stress among primary school teachers in Ogun State?
  2. What are the effect of stress among primary school teachers in Ogun State?
  3. What are the strategies for effective management of stress among primary school teachers in Ogun State?

1.5 Significance of the Study

This study is designed to evaluate effective management of teachers’ job related stress in some selected primary schools. The findings of the study will provide data or literature for academicians as a basis for further research. The study will benefit the general society since stress affects many workers and using management strategies is a duty of each organization. The research findings will help head teachers to be able to identify the stress management strategies to be used in primary schools to address stress problems which can help in teacher commitment and hence retention.

1.6 Scope of the Study

This study will examine the causes of stress among primary school teachers in Ogun State. The study will also find out the effect of stress among primary school teachers in Ogun State. Lastly, the study will investigate the strategies for effective management of stress among primary school teachers in Ogun State. Hence this study is delimited to Ijebu North East LGA. Ogun state.

1.7 Limitation of the Study

Apart from the time constraint, the researcher was faced with lack of capital to print as many as possible questionnaires and. Many respondents were not willing to respond to the questions as the researcher wanted. Also, the variables identified as intervening variables were not controlled for during the sampling and data analysis.

1.8 Definitions of Terms


The process of dealing with or controlling things or people.

Primary School:

A school for children between the ages of about five and eleven.


The feeling of being under too much mental or emotional pressure, and pressure turns into stress when you feel unable to cope.


Persons who help others to acquire knowledge, competences or values. Informally the role of teacher may be taken on by anyone.

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Frequently Asked Questions

Is teaching the most stressful job in the US?

The stress levels teachers and school staff experience on a daily basis have never been higher. A recent poll shows that 46 percent of teachers report high stress every day, tying teaching with nursing as the most stressful occupation in the United States. “We are beyond ‘crisis’. We are in a state of distress.”

How does stress affect the performance of teachers?

This creates a vicious cycle of stressed-out teachers, which can negatively influence the students in classrooms, causing the students to act out and suffer from poor mental health, resulting in even more stress for the teachers. “We know that ` {`the`}` performance of anyone in any job is compromised by stress and poor wellbeing.“

What skills do teachers need to manage stress and anxiety?

Research has also shown that in order to effectively manage stress and anxiety, both teachers and administrators must possess developed emotional skills including the “ability to recognize emotions accurately, understand their causes and consequences, label them precisely, express them comfortably and regulate them effectively”.

Does principal’s role supervision affect teachers’ effectiveness?

Hence, teaching and learning are the major activities going on in the school; therefore, there is a need for efficiency and effectiveness. This study is therefore carried out to investigate the effect of principal’s role supervision on teachers’ effectiveness in some secondary school in Water side Local Government Area of Ogun State. 

What are the most stressful jobs in America?

While teachers get automatic pay raises and long summer holidays, teaching is one of the most stressful jobs in the U.S. Teachers’ work duties extend well beyond the school day hours. They have to create lesson plans, grade papers, design curricula, and even attend continuing education courses and other school-related activities.

What is the most stressful thing about being a teacher?

These stressors affect not only teaching ability but also quality of life. The stress associated with the profession is so overwhelming that many teachers (30-40%) leave the profession within the first five years. And the increasing prevalence of school violence only adds to the stress of an already thankless job.

Do teachers feel tense about their jobs?

One in five teachers feels tense about their job all or most of the time, compared with one in eight workers in similar professions, analysis by the National Foundation for Educational Research revealed.

How much do you know about job stress in America?

The APA’s 2018 Stress in America survey reveals that: And according to a recent Career Cast survey, most people (69%) rank job stress at 7 or higher on a 10 point scale.

How does stress affect teaching and learning in schools?

In public schools, work stress can negatively affect teachers‟ physiological and psychological well-being which can adversely affect schools‟ effectiveness. Students‟ learning is also negatively influenced by teachers‟ job dissatisfaction and work-related stress causing poor grades (Milbourne, 2006).

What percentage of teachers report high stress?

Forty-six percent of teachers report high daily stress, which compromises their health, sleep, quality of life, and teaching performance. When teachers are highly stressed, students show lower levels of both social adjustment and academic performance.

How stressful is teaching compared to other jobs?

Teachers are actually tied with nurses, with 46 percent of both groups reporting high daily stress. Such reports are comparable with other notoriously demanding occupations, such as physicians and business managers. It’s not hard to understand the reasons why. Teachers do much more than teach academic lessons.

What are the symptoms of stress in teachers?

Common symptoms include irritability, mood swings and exhaustion, which may escalate into depression, anxiety and lower quality of life. These symptoms have been identified by teachers reporting high stress. The consequences, however, do not stop with teachers. Chronic stress can also impact teachers’ job performance.

How can teachers help students cope with test anxiety?

How Teachers Can Help Students Cope with Test Anxiety 1 Ask students where their fear is coming from. 2 Keep things in perspective. 3 Prioritize classroom preparation efforts. 4 Teach effective test-taking strategies. 5 Focus on the positives. 6 Empower students with simple strategies to reduce anxiety. 7 Help students create a study schedule.

How to manage stress in the classroom?

9 Stress Management Strategies Every Teacher Needs to Know | Hey Teach! When you’re experiencing intense levels of stress, breathe in deeply (put your hands on your stomach and feel it expand out), for four seconds, then exhale evenly for four seconds. Keep this up for 2-3 minutes for maximum effect.

Are You struggling with teacher anxiety?

If you’re struggling with anxiety and stress related to your job, it can be hard to get things under control so you can be the best teacher you can be. Here are some strategies to help you manage teacher anxiety and feel more grounded and relaxed. 1. Practice Mindfulness

What skills do teachers need to be successful?

Interpersonal skills: positive relationships between teachers and their students are vital for classroom management. And the relationships between teaching staff, and with parents, are also critical as these relationships play a large role on the level of anxiety a new teacher experiences.

Does instructional supervision enhance teaching effectiveness?

Teachers in schools where instructional supervision was adequate were more effective than those that had inadequate instructional supervision. It is, therefore, recommended among others that, the principals should carry out an adequate instructional supervision of teachers so as to enhance their teaching effectiveness. … …

Does the academic supervision of a principal help teachers improve teaching profession?

A principal plays a vital role in managing school and improving teacher’s quality teaching instruction in the class. This study explores the academic supervision of the principal in helping teachers improve their teaching profession to enhance students’ learning outcomes.

Is there a relationship between supervision and teacher job performance?

This finding is in congruence with Chika, Enueme and Ebele (2008) and Ekaette and Eno (2016) who all contended a positive connection between supervision and teachers’ job performance. … The study examined the relationship between quality assurance and internal efficiency of primary school teachers in Ekiti State.

What are the adverse effects of supervision in education?

The adverse effects of supervision may lead to a situation instead of being objective, he will be subjective and this supervision may lead to a situation whereby both the principal and the teachers put in their very best in order to satisfy the supervisor, after which they withdraw their efforts at the end of supervision.

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