TEACHER STRESS AND FRUSTRATION AND THE ACADEMIC PERFORMANCE OF JSS STUDENTS IN KOSOFE LOCAL GOVERNMENT AREA.


Content

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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