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AN EXAMINATION OF TEACHERS’ WORK RELATED STRESS: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATORS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to explore the phenomenon of work-related stress among teachers and its implications for educational administrators. The teaching profession is widely recognized as demanding and challenging, with teachers often facing numerous stressors that can adversely affect their well-being and professional performance. Understanding the causes and consequences of teacher stress is crucial for educational administrators in developing effective strategies to support their staff and create a conducive work environment.
The research employs a mixed-methods approach, combining qualitative and quantitative data collection methods. Through interviews and surveys, the study investigates the various sources of work-related stress experienced by teachers, including heavy workload, time pressures, student behavior management, and lack of resources and support. Additionally, the study examines the impact of stress on teachers’ mental health, job satisfaction, and overall professional effectiveness.
The findings reveal that teachers frequently experience high levels of stress due to the aforementioned factors, leading to emotional exhaustion, burnout, and reduced job satisfaction. The study highlights the crucial role of educational administrators in mitigating work-related stress by implementing organizational policies and practices that promote teacher well-being, such as workload management strategies, professional development opportunities, and support systems.
The implications of this research for educational administrators are significant. By recognizing and addressing the specific stressors faced by teachers, administrators can create a positive work environment that fosters teacher resilience, job satisfaction, and retention. The study recommends the implementation of comprehensive stress management programs, provision of adequate resources, fostering a supportive collegial culture, and promoting work-life balance.
In conclusion, this study sheds light on the work-related stress experienced by teachers and emphasizes the important role of educational administrators in alleviating this issue. By prioritizing teacher well-being and implementing effective support mechanisms, administrators can enhance the overall quality of education and contribute to a healthier and more productive teaching workforce. Further research is encouraged to explore additional factors influencing teacher stress and evaluate the long-term effectiveness of stress management interventions.
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