ORDUGO, GLADYS NNENNA Project
ORDUGO, GLADYS NNENNA Project
ORDUGO, GLADYS NNENNA Project
INTRODUCTION
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effectively in certain situations, when it becomes too much and
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which is disruptive in nature and may lead teachers to take
people which includes old and young, rich and poor, male and
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disorders. Stress wear and tear our bodies as we adjust to
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1.2 Statement of the Problem
necessary.
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1.3 Purpose of the Study
state.
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1.4 Research Questions
questions.
State?
State?
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1. There is no significant difference in the mean stress
age.
stress: first, being the alarm stages - when one becomes aware
the victim.
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This theory will help the teachers to be aware of three
occupational life.
for the fact that, when teachers adjust with the help of good
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for teachers on effective stress management strategies. State
teachers.
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Private primary schools in Obio/Akpor Local Government
Area of Rivers State are not part of this study. The research
Rivers State
stress.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
subheadings:
1. Conceptual Review
2. Theoretical Review
3. Empirical Review
always faced with issues and problems that lead to stress. Life
between the mind and the body. Hence, a link exists between
“The rate of wear and tear in human body associated with any
Mecay (1988) stated that stress is the wear and tear in human
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Stress as a positive/eustress influence, can help compel
stressors.
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individual’s social supports, personality characteristics and job
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has a high ambition to succeed professionally, and is not
personal achievement.
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strain. Burnout is the end state of “burning out”, which is the
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obstructive supervisors, lack of effective leadership such as
(Blasé, 1986).
and their actual experiences within that role (Pettegrew & Wolf,
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associated with a variety of specific tasks that teachers must
fall into this category (Bacharach, Bauer & Conley, 1982). The
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decision making. The work environment can also include
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police officers, or even harsh authoritarians, which can cause
stress.
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Teaching stress manifests in a situation which evokes
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Emotional stress symptoms: The stress victim feels
anxiety.
among others.
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This study therefore reveals that stress affects the mind,
further noted that stress and its effects have negative impact
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time to listen to anyone and frequent illness (Matthew, 1990
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“Avoidance”. The approach ways of managing stress are
the short-term.
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teachers may invoke inward coping strategies. Inward
behaviors.
mind off stress and focus on their work. The process of active
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steps, and doing what has to be done in order to keep their
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experience and learning. Also, each of these categories
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accumulate resources they can apply to accommodate,
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Cognitive Activation Theory of Stress
the individual/victim.
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by practicing good stress management strategies to avoid its
Correlation.
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primary school teachers and job satisfaction as one of the
study was carried out in Napel while the present study will be
State.
that, the previous study was carried out in Germany, while the
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present study will be carried out in Obio/Akpor Local
the present study is going to use also, they also use survey
design.
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The only difference is that, the study was carried out in
management of teachers.
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CHAPTER THREE
RESEARCH METHODOLOGY
analysis.
view or attitudes that are held and processes that are ongoing.
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3.2 Area of the Study
(RSUBEB), 2018).
The sample size for the study was 250 public primary
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total population. Multi-stage sampling procedure was adopted
board.
four Sections “A” “B” “C” “D”. Section A: deals with the
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teachers stress. Section C: deals with the effects of stress on
(NO)- 0.
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3.6 Validity of the Instrument
sample location. Retrieval was made after four days and fresh
the study.
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3.8 Method of Data Collection
achieved.
∑𝑌𝑒𝑠 ∑𝑁𝑜
percentages: (%)y = x100, (%)n = x100. Where fy =
𝑁 𝑁
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was used to analyze the results; items with response scores of
(𝑆𝐴+𝐴+𝐷+𝑆𝐷)𝑖
analyzed using means (𝑥 =∑𝑁
𝑖=1 ), and standard
𝑁
∑𝑁
𝑖=1((𝑆𝐴+𝐴+𝐷+𝑆𝐷)𝑖−𝑋)2
deviations (s =√ ). Where SA, A, D, and SD
𝑁−1
mean of 2.50 was used to analyze the results; items with mean
values of 2.50 and above were adopted, while items with mean
∑𝑁
𝑖=1(𝑌𝑒𝑠+𝑁𝑜)𝑖
analyzed using means (𝑥 = ), and standard deviations
𝑁
∑𝑁
𝑖=1((𝑌𝑒𝑠+𝑁𝑜)𝑖)2
(s =√ ). Where Yes and No are responses of
𝑁−1
0.50 and above were taken to be Yes, while items with mean
scores below 0.50 were taken to be No. Finally, the three null
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CHAPTER FOUR
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9 Are there enough textbooks 250 None 207 82.8 43 17.2
for your Pupils?
10 Do Pupils exhibits poor 250 None 34 13.6 227 86.4
attitudes towards classroom
tasks?
11 Do Pupils litter the classroom 250 None 215 86 35 14
every school day?
12 Do Pupils comply with 249 1 229 92.0 20 8.0
correct use of school
uniforms?
13 Are Pupils always late to 250 None 43 17.8 207 82.2
class?
Administrative Factors
14 Are you duly promoted? 250 None 38 15.2 212 84.8
15 Are you frequently 249 1 0 0.0 249 100
transferred?
16 Do you have over crowded 250 None 152 60.8 98 39.2
Pupils in your class?
17 Is your classroom ill- 250 None 64 25.6 186 74.4
furnished?
18 Are you satisfied with your 250 None 241 96.4 9 3.6
job generally?
19 Do you think you have more 250 None 149 59.6 101 40.4
school-work than you should
have?
20 Are you satisfied with your 250 None 152 60.8 98 39.2
physical working
environment?
21 Are you satisfied with your 250 None 46 18.4 204 81.6
level of involvement in the
decision-making processes?
22 Are you satisfied with the 250 None 97 38.8 153 61.2
overall management structure
of the school/unit?
23 Do you think that the 250 None 104 41.6 146 58.4
opportunities to progress and
develop through training are
fair to everyone?
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State. The result showed that the following sources of stress
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61.2%), and little or no provision for teachers’ development
(146, 58.4%).
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thinking about your job?
12 Do you think that your job 250 None 0 0.0 250 100
security is not guarantee due to
low performance caused by
stress-related factors?
13 Do you find it difficult to 250 None 16 6.4 234 93.6
concentrate?
14 Do you like your current job? 250 None 247 98.8 3 1.2
On the other hand, the result of the study had equally shown
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tasks
8 Listen to radio programs 250 None 1.82 0.58 2 D
9 Engage in regular 249 1 1.77 0.54 2 D
exercise
10 Develop positive attitude 250 None 3.66 0.48 4 SA
towards my work
11 Avoid confrontation with 250 None 3.24 0.43 3 A
colleagues
12 Make relaxation a 250 None 2.63 0.48 3 A
routine
13 Prioritize things that 250 None 3.38 0.49 3 A
keep me happy
14 Increase my alcohol 244 6 1.06 0.29 1 SD
intake
15 Make a SHORT "Must 250 None 3.23 0.42 3 A
Do" and "May Do" list for
myself
16 Don’t over commit 244 6 2.95 0.46 3 A
myself with class work
17 Plan time every 250 None 3.21 0.41 3 A
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes every 249 1 3.63 0.48 4 SA
day to relax myself
(aside break time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; and SD
= Strongly Disagreed.
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scores below 2.50; which mean the respondents are in doubt
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keep me happy
14 Increase my alcohol 1.19 0.40 1 SD 1.08 0.28 1 SD
intake
15 Make a SHORT 3.25 0.45 3 A 3.23 0.42 3 A
"Must Do" and "May
Do" list for myself
16 Don’t over commit 2.50 0.63 3 A 2.52 0.69 3 A
myself with class
work
17 Plan time every 3.25 0.45 3 A 3.21 0.40 3 A
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes 3.50 0.52 3 A 3.64 0.48 4 SA
every day to relax
myself (aside break
time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; SD =
Strongly Disagreed; and Dec. = Decision
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or monitoring every pupil imposes no stress on them. On item
managing stress.
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cause me stress
6 Seek support from my 2.75 0.64 3 A 2.66 0.50 3 A
colleagues
7 Develop positive 3.40 0.49 3 A 3.33 0.47 3 A
feelings towards stress-
related tasks
8 Listen to radio 2.23 0.55 2 D 1.72 0.60 2 D
programs
9 Engage in regular 1.73 0.56 2 D 1.83 0.50 2 D
exercise
10 Develop positive 3.74 0.44 4 SA 3.53 0.50 4 SA
attitude towards my
work
11 Avoid confrontation 3.25 0.44 3 A 3.23 0.42 3 A
with colleagues
12 Make relaxation a 2.67 0.47 3 A 2.57 0.50 3 A
routine
13 Prioritize things that 3.33 0.47 3 A 3.45 0.50 3 A
keep me happy
14 Increase my alcohol 1.09 0.28 1 SD 1.10 0.30 1 SD
intake
15 Make a SHORT "Must 3.22 0.42 3 A 3.24 0.43 3 A
Do" and "May Do" list
for myself
16 Don’t over commit 2.55 0.66 3 A 2.80 0.50 3 A
myself with class work
17 Plan time every 3.18 0.39 3 A 3.25 0.44 3 A
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes every 3.68 0.47 4 SA 3.56 0.50 4 SA
day to relax myself
(aside break time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; SD =
Strongly Disagreed; and Dec. = Decision
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and 14; while they both agreed on all other items listed by the
researcher.
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The result presented in Table 6 showed the means,
uniforms.
of Rivers State.
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Table 7: T-test analysis of significant difference in the
mean stress management strategies scores of male and
female teachers in public primary schools in Obio/Akpor
L.G.A, Rivers State
S/N Item Statements Male (N = 16) Female (N = 234) t-cal p-value Remark
I manage my stress Mean Std. D Mean Std. D
when I;
1 Think objectively 3.31 0.48 3.49 0.50 1.396 0.1638 NS
about the stressful
situation
2 Planned ahead and 3.75 0.45 3.88 0.33 1.486 0.1385 NS
manage my time
well
3 Don’t correct or 2.94 0.57 2.49 0.54 3.214 0.0015 S
monitor every single
Pupil
4 Try to get adequate 3.38 0.50 3.82 0.38 3.346 0.0017 S
sleep
5 Avoid situations that 3.13 0.34 3.22 0.41 0.858 0.3919 NS
cause me stress
6 Seek support from 1.88 0.50 2.59 0.50 5.495 0.0001 S
my colleagues
7 Develop positive 3.25 0.45 3.38 0.49 1.032 0.3033 NS
feelings towards
stress-related tasks
8 Listen to radio 3.38 0.72 1.82 0.57 10.406 0.0001 S
programs
9 Engage in regular 2.19 0.66 1.76 0.54 3.0366 0.0026 S
exercise
10 Develop positive 3.31 0.48 3.67 0.47 2.9603 0.0034 S
attitude towards my
work
11 Avoid confrontation 3.19 0.40 3.25 0.43 0.5422 0.5882 NS
with colleagues
12 Make relaxation a 2.69 0.48 2.64 0.48 0.4031 0.6872 NS
routine
13 Prioritize things that 3.44 0.51 3.37 0.48 0.5622 0.5745 NS
keep me happy
14 Increase my alcohol 1.19 0.40 1.08 0.28 1.4746 0.1416 NS
intake
15 Make a SHORT 3.25 0.45 3.23 0.42 0.1835 0.8546 NS
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"Must Do" and
"May Do" list for
myself
16 Don’t over commit 2.50 0.63 2.52 0.69 0.1127 0.9103 NS
myself with class
work
17 Plan time every 3.25 0.45 3.21 0.40 0.3839 0.7014 NS
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes 3.50 0.52 3.64 0.48 1.1228 0.2626 NS
every day to relax
myself (aside break
time)
df = 248; NS = Not Significant; S = Significant
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public primary schools in Obio/Akpor Local Government Area
of Rivers State.
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routine
13 Prioritize things that 3.33 0.47 3.45 0.50 1.9123 0.0570 NS
keep me happy
14 Increase my alcohol 1.09 0.28 1.10 0.30 0.2667 0.7899 NS
intake
15 Make a SHORT 3.22 0.42 3.24 0.43 0.3622 0.7175 NS
"Must Do" and "May
Do" list for myself
16 Don’t over commit 2.55 0.66 2.80 0.50 3.1747 0.0017 S
myself with class
work
17 Plan time every 3.18 0.39 3.25 0.44 1.3114 0.1909 NS
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes 3.68 0.47 3.56 0.50 1.9123 0.0570 NS
every day to relax
myself (aside break
time)
df = 248; NS = Not Significant; S = Significant
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significant difference. Therefore, on the basis of inferential
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6 Do Pupils litter the 0.209 0.408 0.907 0.292 14.6352 P<0.0001 S
classroom every
school day?
7 Do Pupils comply 0.941 0.236 0.510 0.503 9.1375 P<0.0001 S
with correct use of
school uniforms?
8 Are Pupils always late 0.170 0.377 0.753 0.434 11.2289 P<0.0001 S
to class?
9 Do you think you have 0.111 0.315 0.979 0.143 25.5097 P<0.0001 S
more schoolwork than
you should have?
df = 248; NS = Not Significant; S = Significant
Rivers State.
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1) In table 1, the findings from the study revealed that;
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primary schools in Obio/Akpor Local Government Area of
Rivers State.
Rivers State.
population.
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CHAPTER FIVE
and the sample size was 250 respondents drawn from the
generated on section D.
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from the study have shown that financial and administrative
strategies
strategies.
strategies.
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teachers stress level increases with increase in pupils’
population.
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The result of the study also showed the need for researchers to
5.4 Recommendations
stress.
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committed to their work and stay more in the teaching
profession.
questionnaire.
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5.6 Suggestions for Further Research
Nigeria.
tertiary institutions.
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REFERENCES
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Boyce, W.T. & Ellis, B.J. (2005). Biological Sensitivity to
Context: An Evolutionary-Development Theory of the
Origins and Functions of Stress Reactivity. Development
and Psychopathology. 17, 271-301.
Denga, D.I. & Ekpo, T.N. (1994). Executive Stress: Its Rape
and Management. Calabar: Rapid Educational.
71
Feldman, R.S. (2011) Essentials of Understanding Psychology
(9th Ed.) McGraw-Hill Companies, Inc, 1221 Avenue of
the Americas, New York.
72
Kokklinos, C.M. (2007). Job Stressors. Personality and Turn-
out in Primary Schools Teachers. British Journal of
Educational Psychology 377; 299.
73
Nuogbo, R.O. (1999). Divine Solution to Stress and Stress
Related Diseases. Enugu: Blzeduco.
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TEACHERS’ STRESS MANAGEMENT STRATEGIES
QUESTIONNAIRE (TSMSQ)
The aim of this survey is to assist the School Management Team to identify the
main sources and causes of potential stress at work so that any risks to your
health, safety and wellbeing can be mitigated. You are required to provide
feedback anonymously, but please be assured that any information you do
provide will be treated confidentially.
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20 Are you satisfied with your physical working
environment?
21 Are you satisfied with your level of involvement in the
decision-making processes?
22 Are you satisfied with the overall management
structure of the school/unit?
23 Do you think that the opportunities to progress and
develop through training are fair to everyone?
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12 Make relaxation a routine
13 Prioritize things that keep me happy
14 Increase my alcohol intake
15 Make a SHORT "Must Do" and "May
Do" list for myself
16 Don’t over commit myself with class
work
17 Plan time every week/day to enjoy
something that is not remotely related
to teaching
18 Spent sometimes every day to relax
myself (aside break time)
Key: SA – Strongly Agreed; A – Agreed; D – Disagreed; SD – Strongly Disagreed
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