ABSTRACT
This
research work examined teachers’ stress and frustrations and the academic
performance of students. It identified the various forms of stress and
frustrations among teachers, the causes of stress and frustration among teachers, its consequences on students
overall performance and measures taken to reduce stress and frustration among
teacher in Nigeria. A sample of 120 respondents comprising 44males and 76
females were randomly selected from four secondary schools in Kosofe Local
Government Area. The instrument employed was a questionnaire. Chi-Square tool
of statistical analysis was used to test the five formulated null hypothesis.
It was discovered that the problems of Economic. Personal, Socio and
Psychological Problems as well as teacher’s individual differences and family
problems contributed to teachers stress and frustration which eventually
affected student’s academic performance vis-à-vis teacher’s productivity.
Recommendations were made amongst which are that teachers should be given
minimal workload and they should be
enlightened on the need to take care of themselves .
TABLE
OF CONTENTS
Pages
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER
ONE:
Background to the Study 1
Purpose of the Study 4
Significance of the Study 4
Statement of the Problems 5
Research Questions 5
Research Hypotheses 6
Limitation of the Study 6
Scope of the Study 7
Definition of Terms 7
CHAPTER
TWO:
Theory of Stress 8
2.1 Theory
of Stress 8
2.2 Concept of Stress 12
2.3 Causes of Stress 16
2.3.1 Emotional Factors 16
2.3.2. Personal-Psychological Factors 18
2.3.3 Mental
Factors 18
2.4 Individual Personality 19
2.5 Methods of Identifying Stress 20
2.6 Teacher’s Stress on Productivity 23
2.6.1 Attrition 23
2.6.2 Absenteeism 24
2.7 Teacher’s Stress on Student’s Academic Performance
24
2.8 Strategies to Tackle Stress 25
2.9 Other
Literatures 27
CHAPTER
THREE:
3.0 Introduction 30
3.1 Research
Design 30
3.2 Population
and Sampling 30
3.3 Research
Instrument 31
3.4 Validity
of Instrument 32
3.5 Administration
of Research Instrument 32
3.6 Method
of Analysis 32
CHAPTER
FOUR:
Data
Collection and Analysis
4.1 Hypothesis One 34
4.2 Hypothesis Two 34
4.3 Hypothesis Three 34
4.4 Hypothesis Four 36
4.5 Hypothesis Five 37
CHAPTER
FIVE:
Discussion
of Findings, Summary, Recommendation and Conclusion
5.1 Discussions
of Findings 38
5.2 Summary
of Findings 40
5.3 Conclusion
42
5.4 Recommendations 43
Appendix
References
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
defines 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 Purpose
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:
i.
Identifies the
various forms of stress and frustration among teachers
ii.
Determines the
factors contributing to the causes of stress and frustrations among teachers
iii.
Establishes
the consequences of stress and frustration among teachers on the overall
performance of students
iv.
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.
v.
Highlight the
measures to be taken in order to help reduce stress and frustrations among
teachers in Nigeria Junior Secondary Schools.
1.3 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 students 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.
1.4 Statement
of the Problems
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.
1.5 Research
Questions
The following
questions are to be tested
i.
What factors
are responsible for teacher’s stress and frustration?
ii.
To what extent
do family problems contribute to teacher’s stress and frustration?
iii.
To what level
does teacher’s individual difference affect the individual response to symptoms
of stress and frustration?
iv.
Does teacher’s
stress and frustration have significant influence on teacher’s productivity?
v.
What effect
does teacher’s stress and frustration have on students’ academic performance?
1.6 Research
Hypotheses
The following
hypotheses will be tested
1.
Teacher’s
stress and frustrations are not hinged on economical factors, personal factors,
socio-psychological factor, etc
2.
There is no
significant difference between family problems and teacher’s stress and
frustration
3.
Teacher’s
individual difference has no significant effect on teacher’s stress and
frustration
4.
Teacher’s
stress and frustration have no significant influence on teacher’s productivity
5.
Teacher’s
stress and frustration have no significant effect on student’s academic
performance.
1.7 Limitation
of the Study
The
researcher’s intention was to carry out adequate research work so as to proffer
a solution that might be long lasting on teacher’s stress and frustration on
the academic performance but this was not achievable due to some constrains
faced. Such constraints are:
i.
Negative
attitude of the teacher
ii.
Inadequate
time
iii.
Financial
constraint
iv.
Difficulties
in gaining first hand information from schools
1.8 Scope
of the Study
It is only
limited to five selected secondary schools in Kosofe Local Government area of
Lagos State. The schools are:
i.
Alapere
Secondary School
ii.
Orishigun
Secondary School
iii.
Ikosi
Secondary School
iv.
Apostolic
Grammar School
v.
Ayedere
Secondary School
1.9 Definition
of Terms
Ø Stress: means
the difficulties encountered by teachers in carrying out their work
successfully
Ø Frustration: Is
the inability of teachers to adjust positively to a demanding situation in
their teaching profession
Ø Teacher: Is the
person trained and certified to impart skills, knowledge, values and norms to
students
Ø Academic: Academic
in relationship to education is an educational study, an educational
institution and/or the educational system.
Ø Performance:
Performance is defined as the students’ accomplishment of something, the
act of carrying out or accomplishing something.
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