ABSTRACT
The general purpose of this study was to determine work stress and coping strategies among teachers in private primary schools in Owerri Education Zone of Imo State. The study was guided by four research questions and four null hypotheses. The study adopted the causal comparative or ex-post-facto research design. The population for the study was
2364 private primary school teachers out of which 468 private primary school teachers were drawn as sample for the study. The instrument used for data collection was a validated Work Stress and Coping Strategies Among Teachers Questionnaire” (WSCATQ). The internal consistency reliability coefficient was determined for the questionnaire using cronbach Alpha this yielded a reliability index of 0.84. The data were analyzed using mean and standard deviation for answering the research questions and t- test statistics to test the hypotheses at .05 level of significance. The major findings of the study showed among others that the factors that contribute to work stress among teachers in private primary schools are irregular payment of salaries by school owners, the school management made decisions that affect teachers’ job without involving them, combining academic responsibilities with much administrative duties and lack of motivation. The findings while ascertaining the influence of work stress on teachers in urban and rural areas indicated that when teachers are stressed up they develop high-blood-pressure which reduces one’s ability to do the job, teachers often suffer headaches and muscle pains which hinder their job performance when they are under stress, due to work stress teachers experience sleeping difficulties such as insomnia which makes them unable to respond quickly to demands placed on them. Finally, it was discovered that the strategies to be adopted by the teachers to cope with work stress encompasses engaging in regular exercises, making use of meditation/ relaxation techniques, taking adequate sleep, eating balanced diet, having positive and rational view of situations, cultivating a sense of humour (laughing often), Sharing feelings with trusted friends, expressing feelings instead of bottling them up, avoiding scheduling too many appointments and keeping and maintaining a stress diary. The educational implications of the findings were pointed out such as the need for management to adequately pay teachers’ salaries as and when due, involving them in matters that concerns them and reduction in teachers’ workload. The major limitation of the study was outlined, recommendations and suggestions for further studiesmade.
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Background of the Study
CHAPTER ONE
INTRODUCTION
In the society today, people are engaged in different types of work and as such, are faced with challenges of meeting up with household needs. This is informed by the quest to satisfy human want which is insatiable. Global economic meltdown seems to have worsened the situation in Nigeria among teachers as gaining access to the resources for good standard of living becomes elusive on daily basis. As one strives to cater for the family needs and meet up with work demands, one equally encounters challenges such as boredom, distress, tiredness, burnout, weakness, weariness, frustration and stress among others that impose unbearable situations on such person(s). These issues are not different from what obtains among teachers in private primary schools in Owerri Education Zone of Imo State in their place of work.
Work is the application of effort or energy to accomplish a task. The individual in any occupation is said to have work (Okorie, 2000). Contributing to this view, Hornby (2010) defined work as to do something that involves physical or mental effort. For work to be meaningful, it should be performed in an environment that stimulates the development of positive professional relationships. In the same vein, Merriam (2013) perceived work as the labour, task, or duty that is one’s accustomed means of livelihood. It is also activity in which one exerts strength or effort to do or perform something. Justifying these assertions, Anyanwu (2014) opined that the effort or energy may be applied mentally or physically. The physical activities according the author include moving files or equipment, sweeping or cleaning among others. It can also mean tasks or
duties performed to earn a reward. In the context of this study, work can be seen as an
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activity by which an individual fits into the world, creates new relations, use one’s talent, learns, grows and develops one’s identity and a sense of belonging. Effective work by an individual worker in any occupation is based on interest, skill, knowledge, ability, attitude and value.
As a result of engagement in work, one can encounter some degree of stress. According to Gada (2002), stress is defined as a specific response of the body to all demands. In a related view, Mgbodile (2004) opined that stress is a condition or situation, internal or external that imposes demand for adjustment on the individual. According to Love and Irani (2007) stress is seen as the individual’s inability to cope with excessive workplace demand or job pressure. In the context of this study, stress is an individual’s response to unpleasant situation or condition at a time which makes such a person unable to bear or cope steadfastly and could generate work stress.
When an individual experiences boredom or perceives work to be unpleasant or very challenging, it could invariably be termed as work stress. It occurs when people have responsibilities and demands at work with which they cannot cope for a variety of reasons in ones occupation (Lua and Imilia, 2011). Work stress can also occur when there is a mismatch between job expectations and reality. Stressing further, the authors considered work stress as the harmful physical and emotional responses that occur when the requirements of job do not match the capabilities, resources or needs of the workers. Job stress or work stress is a body’s non- specific response to the demand placed on it from a particular job. It is a state of emotional breakdown of a body being worked out by a particular job (Selye, 2002). Similarly, Lee and Wang (2002) stated that a high level work stress is related to working experience and education. The authors further stated that
work stress arises from social arrangements that are partially determined by the organization of work and interaction between these organizational factors and the characteristics of individual workers. In the opinion of Ross (2005), work stress is defined as the inability to cope with the pressure in a job because of a poor fit between someone’s abilities and work requirement and conditions. In this respect, Blaud, Kenyon and Lekhi (2007) observed that work stress occurs when there is a mismatch between the demands of the job and the resource and capabilities of the individual work to meet those demands. Buttressing further, the authors stated that work stress brings about break down in the physical, emotional, psychological and social health of the teachers. It reduces teacher’s ability to teach effectively. This implies that work stress mostly occurs when an individual lacks the ability or the energy required to cope with the demands of one’s duty. Thus, work stress refers to stress caused by daily work.
Work stress occurs when a person has a negative perception of the work environment in a manner that his or her reaction involves feelings of an inability to cope at the work place (Health & Safety Authority, 2006, Ahsan, Abdullah, Fie & Alam,
2009). Work related stress is a response people may have when presented with work demands and pressures that are not matched to their knowledge and abilities and which challenge their ability to cope (Blasé, 2002). Considering the various definition of work stress advanced by scholars in the literature so far, the researcher defines work-stress for the purpose of this study as the physical, emotional and mental discomfort an employee experiences in an organization in the course of discharging daily responsibilities caused by external organizational stimulus.
The main conceptualization of work stress emphasizes the relationship between individuals and their working environment, and helps to explain why a situation that one person regards as a stimulating challenge causes another to experience a damaging degree of various types of stress. According to Jamal (2007), work stress has four different types of effects on workers’ performance which include decrease in productivity, increase in productivity, mud stress which could increase the productivity initially up to a peak and work stress declines as the person descends into a state of distress. The cost of stress to teachers, employers, and society is enormous because it has serious negative impacts on teachers’ health and well- being, the family, the organization and on the society. Russell and Roach (2002) and Dollard and Wine Field (2002) confirmed that workers are exposed to work stress which has negative impacts on them such as cardiovascular disease, psychological distress, depressive symptoms, disorders, suicide, family conflict, absenteeism and reduced performance among others. Buttressing further, the authors stated further that stress causes behavioural problems like anger and depression, among others. Work stress as seen in literature include work load which has been linked to a number of factors including anxiety, physiological reactions such as fatigue, backache, headaches and gastrointestinal problems.
Besides, every job including teaching has its own stress, but this study is specifically on the stress experienced by teachers in private primary schools. The stress contributing factors among teachers vary from situation to situation, but there is a general agreement on certain factors which exist either within or outside the institution, which contribute to stress among primary school teachers in private schools (Gillespie, Walsh, Dua & Stough 2001). Contributing to the above view, Van Dierendonck and Visser
(2005) stated that teachers’ stress means a situation where the teachers are exposed to certain unconducive environmental factors such as noise, too much workload, and unhygienic sanitation facilities within the educational institution or outside the educational institution. These factors hamper the effective performance of teachers at work. If stress continuously affects teachers, they react in different ways like showing job dissatisfaction, less morale, poor performance and general exhaustion.
A teacher has been defined differently by many scholars. A teacher is “an expert who is capable of imparting knowledge that will help learners to build, identify and to acquire skills that will be used to face the challenges in life (Senge, 2000:26). Stressing further, the author maintained that the teacher provides to the learners, knowledge, skills and values that enhance development. It is the duty of the teacher as an educated person to utilize the available opportunities in both private and public sectors to impart worthwhile knowledge, values and skills. In a related perspective, Chiaha (2005) posited that a teacher is a person with registrable professional qualification that enables him to be appointed to teach in any recognized educational institution and should be physically fit, have sound mind and be mentally alert. Buttressing further, the author stated that the primary role of a teacher whether in public or private school is to impart knowledge, skills and attitudes of positive values such that one who acquires them will become useful to oneself and to the society at large.
In the context of this study, a teacher is a person whose job is teaching in private school. According to Kaplan (2009), private schools are schools funded, conducted and maintained by a private group rather than the government, usually charging tuition and often following particular philosophical view point. Private school has some
characteristics. Contributing to the above point, McCathie (2011) postulated that a private school is free to choose its own mission, set admission criteria for students; it is self funded and as a result can assign many courses to a staff. This implies that teachers who teach in private schools are more likely to face some challenges of stress as a result of too much workload. Omede (2015) opined that a private school is a school that does not get money from the government and is run by a group of private individuals. It is established, conducted and primarily supported by a non-governmental agency. The author further stated that the stakeholders of private sectors are individuals, organizations and missionary bodies coming together to establish institutions of learning at all levels of the educational system namely: Creches, nursery, primary, secondary and tertiary institutions. According to Omede, private schools are supported by private organizations or individuals rather than by the state, and are independent schools wholly supported by the payment of fees among others. They have particular criteria of administration which must be strictly adhered to by its entire staff.
From the foregoing, it could be deduced that teachers in a private school in which the proprietor or proprietress is rigid or not friendly would likely be subjected to some occupational stress presumably as a result of the ways private schools are managed as seen in the characteristics that informed private owned institutions. In the context of this study, private schools are independent schools owned and managed by private individuals which as a result of their freedom to operate may impose stress to teachers.
The causes of stress are many and very difficult to pin down to any universal stressor. Olowu (2000) stated that stress could be identified with unconducive working environment such as inadequate staffing, long working hours, lack of motivation at work,
lack of work tools, training opportunities denial and other managerial factors like job insecurity, decision making, stagnation on one post for a long period of time, inadequate budgeting, non availability of welfare facilities and unfriendly relationship with colleagues. Contributing to the above view, Lee and Wang (2002) stated that lack of preparation in handling the physical and emotional needs of teachers in terms of motivation, payment of salaries as and when due and provision of incentives among others cause anxiety. The authors further opined that stress arises from social arrangements that are partially determined by the organization of work and the interaction between these organizational factors and the characteristics of individual workers in a certain occupation in a particular location.
Location is a place where something happens or exists. It is the position of something. Ezeudu (2003) stated that school location means urban and rural schools. Location is a particular place in relation to other areas (Quirk, 2003). This conjecture was premised on the fact that the urban environment is more permissive than the rural settings. Ezike (2001) stated that urban areas are those with high population density, high variety of job opportunities and beauty while rural areas are those with low population, subsistence mode of life, monotonous and burdensome. Location in the context of this study is an area where something is designated or situated such as urban or rural location where teachers are employed to work. Teachers in urban schools could also face more stress than their counterparts in the rural schools owing to the fact that those in the urban cities have more pupils to teach and control (Lee and Wang, 2002). This implies that primary school teachers who teach in the schools where there are more pupils would likely face some challenges of occupational stress.
Occupational stress results from various interactions of the teachers and the environment of the work where they perform their duties. Ngoka (2000) stated that occupational stress could occur when an individual does not fit very well in a job. Organizational characteristics and conditions: In terms of job security and hours of work could also cause stress. When there is no job security, there may be stress or if the duration of working hours is too long, this may make the workers to be bored thereby leading to stress (Ngoka, 2000). The author further stated that when workers are not satisfied with their jobs, there may be likely occurrences of occupational stress. Furthermore, when teachers are saddled with too much workload, such as teaching the pupils, preparing lesson notes, keeping up to date records and engaging in extra– curricular activities among others, occupational stress can occur. Similarly, in private primary schools, there seem to be shortage of teachers and the few available are saddled with more workload (Moore, 2003). Stressing further, the author noted that private primary school teachers who are assigned to classes find themselves planning and preparing lesson notes and teaching three to four subjects every day within the week. Therefore meeting the daily learning and behavioural needs of the pupils with this kind of workload makes teaching onerous and stressful owing to individual differences that exist in classroom situation.
Contributing to the above point, Howard and Johnson (2004) opined that sources of stress include excessive workload which puts a person under tremendous pressure. Buttressing the above point, the author stated that in private primary schools, dealing with work overload can serve as stressor for teachers. Work overload can be in terms of having work that is difficult beyond the employee’s capacity which is a result of many
activities performed in a specified time or having more work to do than can be accomplished comfortably. The author also stated that poor working conditions involving insufficient appliances, overcrowded classes, a high level of noise in the working environment, a geographically isolated school and unhygienic sanitation facilities among others, create physiological and psychological imbalance in humans thereby causing stress.
Besides, work-place conflict among teachers in schools has been shown by Primm (2005) to be one of the most frequently noted stressors for teachers. Conflict has been noted to be an indicator of the broader concept of workplace or occupational harassment. It relates to other stressors that might occur, such as role conflict, role ambiguity and workload. It also relates to strains such as anxiety and depression with physical symptoms such as headache and fatigue, among others one encounters in one’s occupation.
Occupational stress can manifest in three types of strains which can be behavioural (For instance, absenteeism or poor performance), physical in terms of headaches or coronary heart disease, Psychological (For instance, anxiety or depressed mood) (Henry & Evans, 2008). Also physical symptoms that may occur because of occupational stress include: fatigue, headache, upset stomach, muscular aches and pains, chronic or mild illness, sleep disturbance, and eating disorders while psychological and behavioural problems that may develop include: anxiety, irritability, alcohol and drug use, feeling powerless and low morale.
Job stress can hinder effectiveness at work and can lead to low performance, job dissatisfaction, poor motivation and absenteeism (Copper, 2003). The author stated
further that work stress reduces teachers’ ability and effectiveness to teach. Also, occupational stress can disrupt relationship and prolonged occupational stress can lead to occupational burnout. According to Ngoka (2000), stress also contributes to mental and physical illness, alcoholism, drug abuse and other dysfunctional conditions that can lead to poor performance. From the researchers’ experience and observation, private primary school teachers in Owerri Education Zone of Imo State receive meager salary; have no retirement benefit or health allowances among others. They also overstay in the school. For instance from 7 am to 4 pm and some from 4 pm to 6 pm for extra-moral lessons organized by the proprietor or proprietress. Consequently, they do not have sufficient time for rest and preparation for the next school day. They also have to cover many periods such as 5- 6 periods to teach per day. Issue of location also imposes a lot of challenges and stress as those teachers in the schools with many pupils seem to face more challenges and stress than their counterparts in schools of low population as a result of urban rural variations. These problems seem to have made it difficult for cordial interaction between the teachers and pupils to take place and these situations may invariably lead to stress for primary school teachers (both males and females).
On the cause and effects of occupational stress, there seems to be gender difference. According to Bravo (2000), gender is the range of characteristics and differentiation between masculinity and femininity. In consonance with the above assertion, Cassell (2002) maintained that gender refers to the social fact of being male or female or having the recognizable traits of one’s sex. Buttressing further, the authors posited that the characteristics and behaviours that are generally associated with being a
male are referred to as masculine and those associated with being a female are referred to as feminine and this could influence the roles performed and level of stress encountered. As noted by Charlie (2001), there is gender based differences in teachers’ stress. Also, Ahlberg (2003) allude to the fact that females are more exposed to stress than their male counterparts. According to Abosede (2004), female workers are more stressed because they attempt to strike a balance between professional and home responsibilities.
From the foregoing, it could be deduced that teachers, especially those in private primary schools are faced with many challenges which are capable of generating stress hence, this study sets out to establish stress coping strategies among teachers in private primary schools. Coping strategies have been defined in many dimensions by several scholars.
Coping strategies are more important than the type of pressure one faces in his or her workplace (Abosede, 2004 & Smith & Pergola, 2006). Stressing further, the authors stated that coping strategies are the medium or techniques which workers that are facing some degrees of stress can use to manage and cope with the stress since stress is an inevitable occurrence. In this study, coping strategies could be seen as measures, behaviours, thoughts and emotions which people use to adjust to the changes that occur in their lives. There are many techniques through which people get relieved from stress. Mueller (2001) observed that Information and Electronic Technologies (IET) have been sources of great relief in various work places. Teacher’s involvement in exercises and relaxation therapies which involve the use of appropriate IET is one of the best approaches to reducing stress in schools. Media is a natural medicine that entertains and
reduces stress because listening to and watching media after a long busy day is an excellent way to unwind and relax (Panebianco, 2003 and Moore, 2005).
The use of computer Instructional Programme such as Computer Assisted Instruction (CAI), Computer Mediated Instruction (CMI), Computer Aided Design (CAD), Computer Assisted Learning (CAL), for teaching and learning process reduce teacher’s tension and burden (Calloway, 2003; White & Le Cornu, 2004). In the same vein, Belisle (2003) and Moore (2005) suggest that teachers’ stress could be reduced through the use of radio and web-based system that will assist the teacher to prepare and plan their lessons. In a related view, Panebianco (2003) stated that teacher’s access to video cassettes, television and digital video and newspapers is a bastion of hope and empowering tool that improves human productivity in the educational system. Similarly, Calloway (2003) and Moore (2005) argued that technology machines do things faster and better than human beings, thus reducing anxiety and nervousness. Kyriacou and Chien (2004) found that the best way to overcome stress is to adopt coping strategies such as ensuring a healthy family life, ensuring a good understanding of the material one has to teach, learning how to control one’s emotions, see the humour in the situation, and to rest after work.
Regarding the steps that the schools and authorities should take, according to the views of the teachers, the first place is given to “lessening the work load”, followed by acquiring professional advice and raising salaries. Bindhu and Sudneeshkumar (2006) found that there are two main ways to cope with stress: namely to give maximum attention to the stressful event or not to think about it at all. Hemmings and Hockey (2002) asserted that the various ways to cope with stress include communication with
others, self help, relaxation and engaging in sports among others. Fun and entertainment also reduces stress and improves the quality and enjoyment of life. From the fore going, it could be deduced that for the purposeful work stress adjustment of teachers especially those in private primary schools to take place, there is need to adhere to the various ways and coping strategies as suggested by scholars.
Statement of the Problem
In the contemporary world today, people are engaged in all sorts of works in order to make ends meet. This is informed by the quest to satisfy the basic requirements of life such as provision of shelter, clothing and food resources among others. As a result of the nature and demands of certain work or occupation, people encounter work stress as they strive to meet up with job demands. Teachers in private primary schools in their daily lives and teaching work are not exclusive of this scenario including those in Owerri Education Zone of Imo State. Work stress is seen as a major challenge to teachers’ health and the healthiness of their institution. Work stress from literature brings about break down in the physical, emotional, psychological and social health of the teachers. Stress reduces teacher’s ability to teach effectively. Also, stress causes behavioural problems like anger and depression, among others. Work stress as seen in literature include work load which has been linked to a number of factors including anxiety, physiological reactions such as fatigue, backache, headaches and gastrointestinal problems.
From the researcher’s experience and observation, private primary school teachers receive meager salary; have no retirement benefit or health allowances among others. They overstay in the school from 7 am to 4 pm and sometimes ,from 4 pm to 6 pm for extra moral lessons organized by the proprietor or proprietress. Consequently, they do not
have sufficient time for rest and preparation for the next school day. These problems seem to have made it difficult for cordial interaction between the teachers and pupils to take place and these situations may invariably lead to stress for primary school teachers and consequent poor academic performance of students.
Besides, in private primary schools, stress is a very serious threat to teachers’ ability to meet up with the challenge in the school. Poor stress coping strategy among primary school teachers in private schools could lead to problem and hinder the impartation of the right knowledge and attainment of educational excellence at that level to the pupils. There is therefore need to investigate work stress and coping strategies among teachers in private primary schools in Owerri Education Zone of Imo State.
Purpose of the Study
The general purpose of this study is to determine work stress and coping strategies among teachers in private primary schools in Owerri Education Zone of Imo State.
Specifically, the study seeks to:
1. Ascertain the factors that contribute to work stress among teachers in private primary schools.
2. To find out the influence of work stress on teachers in urban and rural areas.
3. Ascertain if there is gender difference in the influence of work stress among teachers in private schools.
4. To determine coping strategies for work stress among teachers.
Significance of the Study
This study has both theoretical and practical significance. Theoretically, the findings of the study will either validate or invalidate the tenets of the Psychological Theory of Stress which postulates that if stressors are perceived as positive or challenging rather than as a threat, and if the stressed person is confident that he or she possesses adequate rather than deficient managing strategies, may not necessarily cause stress. The theory proposes that stress can be reduced by helping stressed people change their perceptions of stressors, providing them with strategies to help them manage and also improve their confidence in their ability to do so.
Practically, the study will be beneficial to the following people and corporate bodies; Universal Basic Education Board (UBEB), Pupils, teachers, parents, educational administrators, proprietors and proprietresses, curriculum planners, the government and future researchers.
The results from this study when made available through published articles, news papers and journals among others will be of immense benefit to the Universal Basic Education board (UBEB) Imo State chapter in its policy formulation and implementation. The findings of this study will provide vital information on the factors contributing to work stress among primary school teachers and thus will enable this stakeholder take cognizance of all measures necessary to effectively manage and curtail work stress among teachers. It will also provide useful information on the influence of urban and rural locations, gender and the stress coping strategies that could help teachers manage stress in the state across all the primary schools for effective teaching and learning for an improved academic breakthrough of the pupils. This is because any study that find out
the work stress and coping strategies that can be used among private primary school teachers will create an avenue for stakeholders to come in with policy formulation and effective implementation procedures for amelioration.
The findings of the study will also be of immense benefit to the pupils when made available through radio and television jingles, because the study will reveal the factors contributing to work stress and the influence of urban and rural locations variations among teachers and as such help teachers and other stakeholders in education have the knowledge for proper adjustment and for finding solution through stress coping strategies to the benefit of the pupils as they will have the opportunity to learn comfortably in a stress minimized teaching process to boost their academic goals.
Also to benefit from the findings of this study are teachers when made available through seminars, symposia, conferences and workshops. The exposition of teachers to the factors contributing to work stress, influence of gender and location on stress among teachers will make them make the necessary adjustment in the teaching profession. The findings will also enlighten teachers on the coping strategies to be adopted to effectively manage the stress ensuing form their job demand. It will equally be of utmost importance to the teacher trainees in that they would be better prepared for the classroom challenges of meeting the learning needs of learners with diverse abilities and requisite skills and as well measuring to their job demand.
To the parents, the findings of the study will enable them understand how best they would manage work place stress alongside their respective home stress. They would know how to plan their work at home in order to reduce stress through the net or workshop.
School administrators will find this work beneficial when made available through written reports, magazines and newspapers among others. This is because the study will enlighten them on the factors precipitating stress and school location influence on stress and the extent work stress affects teachers’ productivity and output. The study will enable the administrators come up with measures and coping strategies to effectively help teachers in discharging their duties efficiently.
Implicit in this study is that it will be of immense benefit to the proprietors and proprietresses of private primary schools when made available through publications such as journals, academic articles, workshops and seminars, school owners will be exposed to the implications of work overload and long working hours among others as stressors to teacher and as such help them curtail the ways they contribute to work stress.
The findings of the study will also be of great benefit to curriculum planners. This is because the study will serve as an eye opener to them on the likely factors cause work stress among teachers. The findings will enable them to articulate all the necessary measures for effective work stress coping strategies in the education plans to ensure that teachers’ burden as a result of stress are reduced. In order to fast-track the realization of effective and strategic work stress coping strategies, it is expected that the results of the study will enable the curriculum designers while designing and planning the curriculum to take appropriate steps towards ensuring that pre-service teachers are equipped and aided with the procedures requisite for work stress coping skills and strategies through workshops and seminars.
Finally, researchers in related studies would find this work very essential as a secondary source of information. It will also help researchers in education to become
more aware of management strategies of “teachers stress” and get more facts which can be of help to them in developing their research work through the net. This study would thus serve as a source of information and bank of knowledge for other researchers who may wish to embark on research from a related perspective in this field.
Scope of the Study
The study has both geographical and content scope. The geographical scope covers six selected Local Government Areas namely; Owerri West, Owerri North, Ikeduru, Isiala Mbano, Ehime Mbano and Ezinihite Mbaise LGAs in Owerri Education Zone of Imo State. The content scope of the study is delimited to factors that contribute to work stress among teachers, effects of work stress on teachers, impact of work stress among male and female teachers and ways of coping with work stress. The study will be limited to Owerri Education Zone of Imo State.
Research Questions
The following research questions were posed to guide the study:
1. What are the factors that contribute to work stress among teachers in private primary schools in Owerri Education Zone?
2. What is the influence of work stress on teachers in urban and rural areas?
3. To what extent does work stress influence male and female teachers in private schools?
4. What strategies can be adopted by the teachers to cope with work stress?
Research Hypotheses
The following null hypotheses were formulated to guide the study and will be tested at 0.05 level of significance.
HO1 There is no significant difference between the mean responses of male and female teachers on factors that contribute to work stress among teachers in private primary schools
HO2 There is no significant difference between the mean responses of teachers from urban and rural primary schools on the influence work stress on teachers.
HO3 There is no significant difference between the mean responses of male and female teachers on the influence of work stress on teachers in private schools HO4 There is no significant difference between the mean responses of male and female teachers on the strategies teachers could adopt to cope with work stress.
This material content is developed to serve as a GUIDE for students to conduct academic research
WORK STRESS AND COPING STRATEGIES AMONG TEACHERS IN PRIVATE PRIMARY SCHOOLS IN OWERRI EDUCATTION ZONE OF IMO STATE>
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