Teachers’ Stress And Frustration On The Academic Performance Of JSS Students

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Teachers’ Stress And Frustration On The Academic Performance Of JSS Students


Abstract


This research work examines teacher stress and frustration and this academic performance of students. The total population for the study is 200 staff of selected secondary schools in Kosofe Local Government area of Lagos State.. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies. The Instrument employed was a questionnaire; Chi square tool of statistical analysis was used to test the five formulated null hypothesis.


Chapter One


Introduction

1.1 Background to the Study

Stress is a word that is gotten from the Latin word called “stringere”, which means hardship or draw tight.

The dictionary define stress as pressure, tension, worry strain resulting from problems in one’s life. Stress has to do with the social, physiological and psychological make up of man. It is a major factor of weakness of both physical and emotional disorders.

Frustration can prevent one from achieving his goal. It can be seen as disappointment or defeat.

The word stress is different from frustration Stress occurs as a result of a demanding situation (Selyes, 1956). Frustration on the other hand is an intervention situation with an on going activity (Welman, 1975).

Stress is a common occurrence among teachers both in private and government sectors. The behavioural manifestation of stress are lack of adequate concentration and thinking, minor physical ailment like headache, sleepless night and stomach upset. Norfolk (1977) pointed out that people under stress become irritable and over react to things.

Educators stress is defined by Kyriacou (1987) as the experience by a teacher of unpleasant emotions, such as tension, frustration, anxiety, anger, and depression, resulting from aspects of work as a teacher.

Teaching can be a stressful occupation. The interactions with students and co-workers and the incessant and fragmented demands of teaching often lead to overwhelming pressures and challenges which may lead to stress. Where work stress is unrelenting, some negative physiological, psychological and behaviour consequences may result (De Robbio and Iwanicki 1996).

Many teachers would agree that teaching is not only hard work, it can be full of stress. Pressure due to school reform efforts, inadequate administrative support, poor working conditions, lack of participation in school decision making, the burden of paperwork, and lack of resources have all been identified as factors that can cause stress among school staff.

In the multicultural region, contact between cultures could be a cause of workplace stress, for teachers who are more familiar with cultures, acculturative stress can cause lowered mental health (e.g confusion, anxiety, depression) and feelings of alienation; Those who feel marginalized can become highly stressed. Teachers from very different cultures might neither understand nor appreciate the cultural differences of the communities in which they are placed. Since novice teachers are often reluctant to ask for help, they may be afraid to let anyone know that they are having problems in the classroom. This could then lead to additional stress.

Frustration is the blocking of one’s goal. Frustration could be caused by the condition of work and the environment of work. Okoye (1981) pointed out that frustration occurs when there is an interference with an on going action.

All these and many more causes stress in the activities of teachers both in the classroom settings and outside the classroom.

It is believed that a stressed up teacher cannot carry out his activities effectively and efficiently, that is effectiveness and efficiency which are good qualities expected of the teachers will be lost, and when both are absent in teaching, the teacher can not impart the real information to the students, hence, the academic performance of the students might be low or poor. Therefore, in order to avoid poor academic performances in the of students, the numerous causes of stress in teachers should be looked into and checked for quality teachers begets quality students. It is hoped that the result of this study will provide remedy concerning how teachers’ stress and frustration could be checked in relation to the academic performances of students.


1.2 Statement of the Problem

The problem under investigation is teachers stress and frustration and the academic performance of students using five selected secondary schools in Kosofe Local Government area as case study. It is designed to have an insight into school managerial problems with the result of improving teachers’ productivity and students’ academic performance.


1.3 Objective of the Study

The purpose of this study is to examine teacher’s stress and frustration and its attendant effect on the academic performance of students.

Specifically, this study aims at the following:

  1. Identifies the various forms of stress and frustration among teachers
  2. Determines the factors contributing to the causes of stress and frustrations among teachers
  3. Establishes the consequences of stress and frustration among teachers on the overall performance of students
  4. Compares the academic performance of students where teachers have lesson within an atmosphere of no stress and frustration and students where high level of stress and frustration is observed.
  5. Highlight the measures to be taken in order to help reduce stress and frustrations among teachers in Nigeria Junior Secondary Schools.

1.4 Research Hypotheses

The following have been put forward for testing

  1. H0: There is no significant difference between family problems and teacher’s stress and frustration
    H1: There is significant difference between family problems and teacher’s stress and frustration
  2. H0: Teacher’s individual difference has no significant effect on teacher’s stress and frustration
    H1: Teacher’s individual difference has significant effect on teacher’s stress and frustration

1.5 Significance of the Study

Teachers are very important components in the life of any school organisation, pupils, students and the all round development of our society and the country at large. Stress and frustration on the other hand are destructive instrument in the life of the teacher. It is therefore, necessary to carry out the impact of stress, on student’s academic performance and proffer solutions to the problem. The study will also help in minimizing stress and thereby maximizing teaching job satisfaction, thus leading to high level of academic performance on the part of the students.


1.6 Scope and Limitation of the Study

The scope of the study covers teachers stress and frustration on the academic performance of JSS students. The researcher encounters some constrain which limited the scope of the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.


1.7 Definition of Terms

Stress:

Means the difficulties encountered by teachers in carrying out their work successfully

Frustration:

Is the inability of teachers to adjust positively to a demanding situation in their teaching profession

Teacher:

Is the person trained and certified to impart skills, knowledge, values and norms to students

Academic:

Academic in relationship to education is an educational study, an educational institution and/or the educational system.

Performance:

Performance is defined as the students’ accomplishment of something, the act of carrying out or accomplishing something


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain teachers stress and frustration on the academic performance of JSS students. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of teachers stress and frustration on the academic performance of JSS students


5.2 Summary

This study was on teachers stress and frustration on the academic performance of JSS students. Five objectives were raised which included: Identifies the various forms of stress and frustration among teachers, determines the factors contributing to the causes of stress and frustrations among teachers, establishes the consequences of stress and frustration among teachers on the overall performance of students, compares the academic performance of students where teachers have lesson within an atmosphere of no stress and frustration and students where high level of stress and frustration is observed, highlight the measures to be taken in order to help reduce stress and frustrations among teachers in Nigeria Junior Secondary Schools. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Kosofe Local Government area of Lagos State.. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


5.3 Conclusion

According to Kamper and Steyn (2006), when future studies on teacher stress are considered, it is important to take into account possible focuses of research that could lead to a deeper understanding of the teacher stress phenomenon. Considering the extensive research on stress, suggesting areas for future research in Lagos state is a challenge. Research on coping should examine why teachers do not follow coping strategies when they are aware of their existence (Ahrendse, 2008). Stress-coping research should adopt a holistic approach that considers the totality of the teacher’s life space, rather than simply assessing one domain in isolation from others (Cooper et al., 2001). It is always important to continue exploring the occurrence of teacher stress, the sources of teacher stress and the coping mechanisms employed by teachers (Kyriacou, 2001). Research is required into the role of successful coping mechanisms in teachers’ careers (Kyriacou, 2001). Studies should assess the effectiveness of intervention strategies to assist teachers and schools to alleviate stress (Kyriacou, 2001). Research should examine stress management systems that would yield benefits for teachers, schools and education as a whole (Cooper, Dewe & Driscoll, 2001).


5.4 Recommendation

The best possible representatives of teachers’ unions could negotiate a better salary structure to improve teachers’ situation and to curb the exiting of teachers from the profession. Incentives for teachers to supplement their income as well as rewards for extra effort and responsibilities should be provided.


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Frequently Asked Questions


How does teacher stress affect student performance?

When teachers are highly stressed, students show lower levels of both social adjustment and academic performance. Interventions on the organizational or individual level, or those that reach both, can help reduce teacher stress by changing the culture and approach to teaching.

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 can we reduce teacher stress?

When teachers are highly stressed, students show lower levels of both social adjustment and academic performance. Interventions on the organizational or individual level, or those that reach both, can help reduce teacher stress by changing the culture and approach to teaching. 

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