Extent of Stress Experienced by Grade VI Teachers and Its Perceived Effects on their Work

Performance

A Thesis
Presented to
The Faculty of the Graduate School
Negros Oriental State University

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education

By

CAROLYN SOCORO B. BANTAYA

March 2021
 Chapter I

The Problem and Its Scope

Introduction

Teacher stress is defined by Kyriacou 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” (Brown & Uehara, 1999). In recent years, steadily increasing costs and

consequences of teacher stress has received growing concern. To reduce the negative effects

stress has on teachers, more attention needs to be placed on this growing epidemic

(Bachkirova, 2005).

Recent research has shown that teachers, along with servicemen, social workers, and

linguists, are the most affected by rising stress in their respective work environments. One

out of three teachers report teaching as being very or extremely stressful, causing the

teaching profession to have the highest annual turnover rate. Professions other than

teaching have an average annual turnover rate of 11 percent, while the annual turnover rate

for teachers is 15.7 percent (Mrozek). Teacher stress is caused by environmental factors as

well as individual characteristics. Major environmental factors include poor working

conditions, scarcity of resources, heavy workloads, and student behavior. Individual

characteristics can include gender, age, personality, and the ability to cope (Guglielmi &

Tatrow, 1998). These factors lead to 30 percent of all novice teachers leaving the profession

within five years, and if given the opportunity, most of these teachers share that they would

not choose the profession of teaching again (Mrozek, n.d). Teachers are expected to fill many

roles in their daily tasks. These roles may include assessor, planner, curriculum developer,

information provider, role model, facilitator, and resource developer. As a result of balancing

these many roles, stress will always be a part of the teaching profession. Knowing that stress

will always be present, there is a need to assess stress and the different coping behaviors

used by primary school teachers.

 Stress can have negative effects on teachers’ mental and physical well-being (Sutton,

1984). Knowing this, it is vital that teachers are able to recognize stress so that they can take

the appropriate steps to deal with it in a positive manner. The teacher, not the learner, is

now regarded as being the primary carrier of stress, and is mostly affected by the stressors of

the day to day activities and organization of modern education (Hepburn & Brown, 2001). It

is essential that teachers are able to develop proper coping strategies for stress that are

unique to their individual personalities. Everyone reacts to stressors differently.

Thus, this prompted the researcher to conduct the study to give insight into their

perceptions of stress and explain why teachers identify work related factors as sources of

stress (Blasé, 1986). Teachers need to identify how much stress they are experiencing, and

how it is affecting their teaching before they can learn and incorporate positive coping

strategies. It is imperative that teachers learn that stress can be diminished with simple

strategies which could then lead to a healthier and more fulfilling career.
Theoretical Framework of the Study

The Social Cognitive Theory will serve as the theoretical framework that guides

this proposed study. The basic concept of this model is referred to as reciprocal

determinism, an idea that emphasizes that a behavior develops from constant

interaction of people and their environments, and that the ensuing behaviors affect

these people and their environments (Hodges & Videto, 2005). The Social Cognitive

Theory will help guide this study in developing a plan that affects people,

environments, and behaviors. The Social Cognitive Theory has many valuable

concepts that include self-efficacy, expectations, behavior capability, reinforcement,

and observational learning (Hodges & Videto, 2005). Self-efficacy is thought to be

the most significant personal characteristic for influencing behavior. Behavior

capability can be shaped by providing knowledge about the recommended behavior

and the skills necessary to continue it.

Discovering positive role models and recognizing positive changes in others

helps in discussing observational learning. Outcome

expectations involve strategies that express information about the possible results of

engaging in the behavior and positive reinforcement can help provide continuation

of the recommended behavior (Hodges & Videto, 2005).

The basic concepts of teacher stress include causes, responses, and coping

strategies; all of which affect how a teacher handles stress. The objective of this

proposed study is to find out how teacher stress affects primary school teachers and

their environment in which they work in.

The researcher also hopes to learn more about how self-efficacy and stress are

connected as well as to investigate how a teacher’s behavior capability and

expectations affect how they cope with stress in the workplace.

 Social Cognitive Theory

Reciprocal Determinism

Behavior
Constant Interaction to
Competency
People and environment

Stress Coping MEchanism

Figure 1. Diagram of the Theoretical Framework of the Study Based on

Albert Bandura’s Self –Efficacy and Social Cognitive Theory
Review of Related Literature and Studies

Teaching is commonly recognized as one of the most stressful occupations in our

nation. Teacher stress results in such consequences as early retirement, long and excessive

absences, new teachers leaving during training, and an increase in teachers leaving the

profession within their first five years (Bachkirova, 2005). In recent years, professional

satisfaction has been decreasing while job pressure has been on a steady rise for teachers.

These issues have raised many questions about the growing problem of teacher stress

(Guglielmi & Tatrow, 1998). It has been reported that teacher stress affects the learning

environment and ultimately prevents achievement of the teacher’s educational goals. This

leads to disinterest, negligence, bitterness, and absenteeism among teachers, and can result

in teachers leaving the profession (Guglielmi & Tatrow, 1998). In North Carolina, about 28%

of teachers who resign each year leave the profession due to a career change, health, being

dissatisfied with teaching, teaching at a private or charter school, or for unknown reasons

(Annual Report of the Reasons Teachers Leave the Profession, 2007). Although leaving for a

private or charter school is listed above, it is rare that this happens because private schools

require most teachers to hold an advanced degree and teachers usually are not compensated

as well. In fact, half of private school teachers who resign each year, do so, to teach at a public

school (Miner, 2009). Increasing attention has been given to understanding teacher stress to

further study this alarming phenomenon (Blasé, 1982).

Even though stress is quickly becoming a recognized occupational hazard of the

teaching profession (Pettegrew & Wolf, 1982), little theoretical work on teacher stress has

been attempted or completed (Blasé, 1982), and recently there have been no studies that

have focused specifically on stress within the primary school environment. The few studies

that have been tried lacked subjects’ perceptions (Blasé, 1986) and have been flawed in other

areas. Some studies have been focused on large urban school districts, which is not
representative of smaller districts in which the majority of teachers are employed. Also,

stress has not been dealt with as an organizational matter; meaning ways to lessen job

related stress have not been discovered (Bacharach, Bauer, & Conley, 1986).

Teacher Stress, Strain, and Burnout. With teacher stress getting increased attention, it is

important to understand what stress and teacher stress are. Hans Selye describes stress as

the body’s non-specific response to any demand (1976). With teacher stress getting

increased attention, it is important to understand what stress and teacher stress are. Stress

results when people perceive a situation as threatening and are unable to cope. Stress

triggers the cerebral cortex and limbic system to carry messages to the hypothalamus. When

these messages reach the anterior hypothalamus, the autonomic nervous system (ANS) is

aroused which controls the heart, lungs, stomach, blood vessels, and glands (Palmer &

Dryden, 1995). The ANS is made up of both the sympathetic nervous system (SNS) and the

parasympathetic nervous system (PNS). The SNS conserves energy levels, increases tears,

gastric acids, mucus, and saliva which helps defend the body. The PNS aids in relaxation and

helps restore a person to a state of equilibrium. In a stressful situation, the SNS prepares the

body for action by increasing the strength of skeletal muscles, heart rate, sugar and fat levels,

perspiration, mental activity, while reducing blood clotting time, intestinal movement, and

tears. The SNS also allows the bladder to relax, pupils to dilate, and most blood vessels to

constrict (Palmer & Dryden, 1995).

Teacher stress is described as any characteristic of the school environment that poses

a threat to the teacher (Sutton, 1984). While these definitions are widely accepted, Guglielmi

and Tatrow argue that there is no agreement on what stress is, as the term holds different

meanings for different people (1998). The difference in the definition of teacher stress is

influenced by how that person is affected by their job demands, and their ability to cope with

these demands (Blasé, 1982). The impact of teacher stress depends upon an individual’s
social support, personality characteristics, and job satisfaction (Guglielmi & Tatrow, 1998).

Two types of stress can ultimately affect teachers. Task based stress, such as dealing with

disruptive students, refers to problems that are associated with a variety of specific tasks that

teachers must perform in their teaching role. Role based stress, such as an absence of

sufficient resources to perform adequately, refers to how teachers’ expectations of their role

fit in with the actual work-related responsibilities needed to fulfill their role (Pettegrew &

Wolf, 1982). Stress within teaching is driven by the organizational factors related to the way

in which teachers are expected to work (Hepburn & Brown, 2001). Organizational factors

that contribute to teacher stress can include unreasonable directed time budgets, excessive

paperwork, unrealistic deadlines, and intimidating inspection regimes (Hepburn & Brown,

2001). A teacher’s personality is a factor when explaining the amount of stress that is

present.

Teachers’ skills, motives, and perceptions of their work environment determine the

amount of stress that may take place (Guglielmi & Tatrow, 1998). A teacher who does not

have a conflict between personal values and those of educational authorities, has a high

ambition to succeed professionally, and is not easily upset or excited; tend to experience the

least amount of stress (Bachkirova, 2005).

Teacher stress is closely linked to strain and burnout. Strain is any unpleasant

behavioral, psychological, or physiological outcome in a teacher (Sutton, 1984). In general,

strain is the result of an interaction between a person and their environment. Strain is

measured in terms of physiological dysfunction, psychological dysfunction, or behavioral

dysfunction (Guglielmi & Tatrow, 1998).

Physiological dysfunction refers to any cardiovascular disease and bodily complaints

(Sutton, 1984). Psychological dysfunction refers to depression, anxiety, and negative effect

towards life and job. Behavioral dysfunction explains any change in normal behavior such as
drug abuse (Sutton, 1984), smoking, drinking, absenteeism, or unhealthy eating (Guglielmi &

Tatrow, 1998). Burnout is the emotional, mental, and physical exhaustion that comes about

from job related stress and roughly describes any negative responses by teachers to work-

related stress (Blasé, 1982). Teachers who are idealistic and enthusiastic are most

vulnerable to burnout (Farber, 1991). Buffers for burnout include social support, sense of

control, and dietary habits (Guglielmi & Tatrow, 1998). Burnout tends to occur when effort

and coping resources fail to overcome stress, and stems from an individual perception of a

significant discrepancy between effort and reward (Farber, 1991). It is characterized by

depersonalization and a decline in personal achievement. A burnout cycle begins when

teachers show a decrease in effort and major valued outcomes, and an increase in job strain.

Burnout is the end state of “burning out” which is the gradual attrition of important technical,

psychological, and social resources (Blasé, 1982). Sutton (1984) found that there are two

dysfunctional responses to burnout. First, teachers feel forced to do low quality work or not

finish their work at all. This often leads to lower self-esteem, high blood pressure, and

anxiety. Second, teachers may choose to keep up with the demand. This often leads to family

problems, and a lack of sleep and relaxation (Farber, 1991). Teachers can be considered

burned out if they show attitudes that depersonalize students, as well as exhibit low levels of

personal accomplishments in their work (Hastings & Bham, 2003). Burnout can also be

explained by ineffective performance with students which is a direct sign of a decrease in

work satisfaction, involvement, motivation, and effort (Blasé, 1982).

Burnout leads teachers to experience an increase in physical and mental problems, an

increase in absenteeism, and a higher desire to want to leave the teaching profession

(Hastings & Bham, 2003).

Causes of Teacher Stress. Teacher stress can be caused from a variety of situations.

Stress often comes about when teachers have difficult negotiating various aspects of
interactions with students (Hepburn & Brown, 2001) or from any circumstances that are

considered too demanding, depriving of time, and interfering with instruction (Blasé, 1986).

Stress can best be explained by categorizing factors into first and second order stressors.

First order stressors directly interfere with teacher effort and can include student apathy,

student disruption or discipline, poor student attendance, high student to teacher ratios

(large classes), paperwork, prep work, irresponsible colleagues, obtrusive supervisors, lack

of effective leadership such as assistant principals or principals, and seemingly non-

supportive parents. Stressors that occur most frequently tend to be organizational issues

dealing with students, administration, other teachers, and other work relationships (Blasé,

1986). Second order stressors do not interfere directly with teacher effort and can include

issues such as low salary, emotional fatigue, frustration, helplessness, stagnation, boredom,

and loss of motivation or enthusiasm (Blasé, 1986).

Stress among teachers can also be grouped into three categories: role demands,

instructional problems, and interpersonal relationships (Sutton, 1984). Role related stress is

said to be the difference between teachers’ role expectations and their actual experiences

within that role (Pettegrew & Wolf, 1982). Role demand stressors include ambiguity,

overload, conflict (Sutton, 1984), preparedness, and non-participation (Pettegrew & Wolf,

1982). Organizational characteristics such as policies, structure, and processes can also be

categorized as role demand stressors (Bacharach, Bauer, & Conley, 1986). Instructional

problems or task stress identifies problems associated with a variety of specific tasks that

teachers must perform in their teaching role (Pettegrew & Wolf, 1982). Instructional

problems can include difficulties with student discipline, competence, inappropriate

procedures for student placement, instruction, inadequate standardized tests, grading

systems (Sutton, 1984), notification of unsatisfactory work performance, being physically

threatened by students (Pettegrew & Wolf, 1982) and sparse or dangerous working

conditions (Bacharach, Bauer, & Conley, 1986). Interpersonal relationships refer to

relationships teachers have with fellow professionals or community members within the

educational environment. Network interaction and supervision may also fall into this

category (Bacharach, Bauer, & Conley, 1986). The most common stressors in this group are

conflict with other staff members, and a lack of social support from supervisors and

coworkers (Sutton, 1984). Causes of teacher stress can also be broken down into

environmental and individual stressors. Most stressors can be found in the work

environment and include unfavorable working conditions, heavy workloads, organizational

problems, paucity of resources, lack of support and or autonomy and decision making. The

work environment can also include physical stressors such as task-related noise, crowding,

the size of the classroom and or school, safety or youth violence, as well as administrative

pressures such as support from managers and role ambiguity (Hastings & Bham, 2003).

Individual characteristics include the unique attributes of teachers such as personality, age,

gender, demographic background, the ability to establish and maintain supportive networks,

cognitive evaluation of stressors, the ability to cope, type of teacher, and job dissatisfaction

(Guglielmi & Tatrow, 1998). Individual stress also can be associated with the compatibility

between personal and educational values, ambition to succeed, sensitivity threshold,

competitiveness, multiple roles for women teachers (such as parent, caretaker, homemaker,

and teacher), and perfection (Bachkirova, 2005).

A major source of teacher stress can be directly attributed to the students. Through

survey and interview responses, teachers most commonly refer to students as being

responsible for most of their stress (Hastings & Bham, 2003). Stress resulting from student

discipline is associated with teachers having to play the different roles of babysitters, police

officers, or even harsh authoritarians, which can cause role demand overload (Blasé, 1986).

Most teachers view disrespectful behavior, student attentiveness, and sociability as the most

stressful student misbehaviors (Hastings & Bham, 2003). Griffith, Steptoe, and Cropley

(1999) found that primary classroom teachers suffer more stress than secondary teachers.
Primary teachers are responsible for one class throughout the entire school year which

makes teachers not only responsible for educational activities, but for moral and social

development as well. More responsibility, along with work pressure and student

misbehavior, cause primary classroom teachers to have the highest level of stress. These

behaviors along with student discipline management, student apathy, student achievement,

and student absences all result in teachers experiencing increased stress (Blasé, 1986).

Stress may also elicit a physical or physiological response from teachers. Some

physical symptoms of stress include fatigue, tiredness, overworked, burn out, headaches,

stomach aches, chest pains, sleepiness (Blasé, 1982), trembling hands, shortness of breath,

dizziness, restlessness, cold sweats, ill health, confused thoughts or difficulty concentrating,

loss of memory, loss of appetite, trouble falling asleep, and the ability to hold productive

conversations with colleagues (Bacharach, Bauer, & Conley, 1986). Some physiological

symptoms of stress include an increase in blood pressure, heart rate and or cortisol

(Guglielmi & Tatrow, 1998), irregular heartbeat, and nervousness (Bacharach, Bauer, &

Conley, 1986). Developing positive responses to stress will allow teachers to be more

satisfied with their role as an educator and be a more effective educator in the classroom. A

decrease in work satisfaction results in teachers being less involved and motivated, causing

teachers to demonstrate feelings of resentment, frustration, boredom, irritability, anger,

stagnation, helplessness, and depression (Blasé, 1982). Finding positive ways to handle

stress will allow teachers to maintain their drive and commitment, thus making them

continue to put forth the effort needed to being an involved, satisfied, and effective teacher. A

proper response to stress via stress management techniques and healthy coping mechanisms

keeps teachers actively involved in what they are trying to accomplish and allows them to

fully invest themselves with their students (Blasé, 1982). Teachers who are satisfied in their

profession will have less attrition maintaining a stable educational workforce.

 Job stress is produced from lack of regards for physiological, psychological and social

comforts from the equipment use in working, relationships, and other considerations that can

be found in the working environment. Comfort is achieved when a person neither feels nor

shows any sign of fatigue or stress (Lemu, 2007). However, Harper (2000) therefore

observed that stress is not an illness in itself, but rather a maladaptive response to pressure.

Thus, the word stress may be used as an umbrella term covering all of an employee‘s physical

and emotional problems. However, Buhrmaster (2006) and Mangwani (2012) found that,

some policemen experience helplessness, feeling of inadequacy, anger, shock and guilt, while

others go through periods of disbelief, depression and self-blame, and all this trigger

frustration in the workplace.

Conceptual Framework of the Study

This study comprises three major areas, namely: input, process, and output.

The input accounts the major variables considered in this study.

The process includes the statistical treatment appropriately used for the

quantitative analysis of the data which is essential in getting the findings,

conclusions, and recommendations of this study.

 INPUT → PROCESS → OUTPUT

- Collecting data
1. Profile of Grade 6
- Making of the
Teachers
questionnaire Program of Coping
 Age
- Distribution of Mechanism
 Gender questionnaires
 Teaching - Application of
experience statistical tool
 Highest
educational
qualification

2. Varied Stress
Experienced by
teachers
a. Job
b. Role
c. Relationships
d. Career
development
e. Organizational
structure and
climate
f. Home/ work
interface
Secondary

3. Performance of
Teacher

4. Relationship
between the extent of
stress experienced
by teachers and their
teaching
performance

Figure 2. The Conceptual Framework of the Study

Statement of the Problem

This study assesses mainly assessing the extent of stress related factors experienced

by grade VI teachers and their teaching performance of Zamboanguita district,

division of Negros Oriental: an integration program

It specifically seeks to answer the following:

1. What is the profile of the teachers in terms of:

1.1 age;

1.2 gender;

1.3 teaching experience;

1.4 highest educational qualification?

2. To what extent do the following stress related factors experienced by teachers

in terms of their:

2.1 job;

2.2 role;

2.3 relationships;

2.4 career development;

2.5 organizational structure and climate; and

2.6 home/work interface?

3. What is the teaching performance of grade 6 teachers?

4. Is there a significant relationship between the extent of stress related

factors and teaching performance?

 5. What intervention plan can be proposed based on the findings?

Statement of the Hypothesis

There is no significant relationship between the extent of stress relation factors

experienced by teachers and their teaching performance.

Significance of the Study

This study is beneficial to various stakeholders, namely:

Teachers. It is imperative that teachers learn that stress can be diminished with

simple strategies which could then lead to a healthier and more fulfilling career. There have

been similar studies that have focused exclusively on primary school teachers. Bindu and

Sudheeshkumar (2006) focused on the relationship between job satisfaction and stress

coping skills among 500 primary school teachers in India. The study found a positive

relationship exists between job satisfaction and stress coping skills and teachers who create a

supportive organizational climate, enrich the design of tasks, reduce conflict, and are

provided guidance tend to more satisfied and better equipped cope with stress.

Curriculum Designers. This study would help curriculum designers to design specific

curriculum innovations that answer to the present needs of the school particularly in dealing

with teachers’ stressors.

School Managers. This study would serve as basis for the school managers to

upgrade and widen their perspective in making allowable knowledge coping mechanisms on

stress.

Scope and Limitations of the Study

Scope of the Study. The study focuses mainly in determining the extent of stress

experienced by teachers and its perceived effects.

Limitations of the Study. By using a convenience, non-random sample of primary

school teachers, specific generalizations cannot be made about the total population because
this sample is not representative of all primary school teachers. The participants in this study

will possess a great deal of knowledge about the teaching profession which may affect the

outcome of the results. Participants may also have a much greater interest in the subject

matter, which may also lead to results that are nonconforming of other primary school

teachers. Since participants will be asked to respond to items that review past experiences of

stress, the way in which they respond may be affected by their memory recall. Also,

participants may have a tendency to under report undesirable results because they do not

want to portray the teaching profession in a negative way.

Research Methodology

This proposed study is an assessment of stress experienced by teachers. The

researcher aims to explore how teachers define stress and what the major causes of stress

are for these teachers. The researcher also intends to investigate the strategies, both positive

and negative, that these teachers implement as they attempt to cope with the identified

stressors. In order to learn about these important issues entrenched within the teaching

profession, the researcher proposes to use a mixed-method design using a convenience, non-

random sample.

Research Design. Quantitative research designs generate statistics through the use of

survey research. In this study, a supplemental quantitative design will be used to measure

the most frequent reactions and coping strategies employed by teachers after an episode of

stress. Research Environment. The study will be conducted in the Division of Negros

Oriental which covers three congressional districts. The study focused among the grade VI

teachers of Zamboanguita District, Division of Negros Oriental. The schools’ division of

Oriental Negros used to have 29 school districts, each city and municipality being a school

district, except Dumaguete City, it being another school’s division. However, in school-year

2001-2002, the Department of Education made the cities of Bais, Bayawan and Tanjay

separate interim divisions, leaving 26 school districts under the Negros Oriental schools
division with 511 schools. The First Congressional District has the highest number of schools

with 257, followed by the Third Congressional District with 149 schools and the Second

Congressional District with 105 schools.

Every school district is managed by a Public Schools District Supervisor or a District

In-Charge in the absence of a qualified District Supervisor. Under the line of the Public

Schools District Supervisor (PSDS) are the school administrators with the plantilla position of

a Principal or Head Teacher. In the absence of a qualified school administrator, Teacher-In-

Charge (TIC) is designated to act in the capacity of a school head. The implementing units

(IUs) are capable of administering their own funds since they have position items assigned to

handle cashiering and bookkeeping functions, whether on a permanent or temporary basis.

The DBM has already assigned agency codes to the said IUs, hence, they are authorized to

open Modified Disbursement Scheme (MDS) Sub-Accounts in government depository banks

and that the cash allocations intended for the aforementioned IUs are directly issued by the

DBM to their respective MDS Sub-Accounts. The IUs are required to maintain sets of books of

accounts. The MDS Sub-Accounts of Schools Division Offices (SDOs) shall cover transactions

of the SDO (Proper).

Research respondents. The respondents of this study will be the grade 6 elementary

school teachers which will assess the extent of stress experience and will perceived the

effects of stress. The teachers who will be part of the sample will be randomly picked using

HRIS and possibly with equal number of male and female respondents.

Research instrument. The researcher will utilize a school survey questionnaire taken

from Cumbria country council, which is standardized.

The questionnaire has two (2) parts. Part I is on the profile of the respondents. Part II deals

on the extent of stress experienced by teachers which covers six aspects namely; job, role,

relationships, career development, organizational structure and climate, home/work

interface.
 Research procedure. Before any data are collected, the researcher will obtain an

official informed consent document signed by all participants (Appendix C). Before signing

this document, the researcher will thoroughly explain the document with all participants and

will allow time for questions to be asked about the literature contained in the document.

During this time, all participants will once again be made aware of the fact that their

participation is completely voluntary and that they can withdraw from the study at any time

without penalty. A pseudonym or letter will be assigned to each participant in order to

ensure confidentiality in this study. Participants’ names or any other information will never

appear on any data collected. The researcher will have exclusive access to this material and

will keep it stored on a password protected computer.

Statistical Treatment of the Data

Percent. This will be used to show how a part is related to a whole. It will be used in

getting the profile of the respondents.

Weighted mean. This will be used to determine Extent of Stress Experienced by

Teachers.

Pearson Product Moment Method: This is use to test the significant relationship

between the extent of stress experienced by teachers and their respective teaching

performance.
Operational Definition of Terms

The terms are conceptually and operationally defined to give guidance to the

reader’s frame of understanding.

Coping Strategies- Any physical, psychological, social, or material factor which

helps teachers overcome job-related stressors and achieve valued outcomes with

students

Stress- The body’s non-specific response to a demand placed on it

In this study it includes 6 aspects of stress namely; job, role, relationships,

career development, organizational structure and climate, home/work interface

a. Job - a specific place of work required to be done as a duty or for a specific fee

b. Role - the action and activities assign to or required or expected of a person or

group

c. Relationships - a state of connectedness between people (especially an

emotional connection)

d. Career Development – refers to managing one’s career in an intra-

organizational or inter-organizational scenario. It involves training on new skills,

moving to higher job responsibilities, making a career change within the same

organization, moving to a different organization or starting one’s own business.

e. Organizational Structure and Climate – as potential predictors of job stress;

regression results demonstrated that both structural variables (formalization and

centralization) have a positive influence on job stress.

f. Home/Work Interface - as a process whereby involvement in one domain

establishes benefits and or resources which then may improve performance or

involvement in another domain

Teacher Stress- Any characteristic within the school environment that poses

a threat to the teacher.

Teaching Performance - assessment (TPA) is a tool used to assess the

practical skills and knowledge of pre-service teachers

Program for Coping Strategies - aims to help people manage stress or deal

with persistent symptoms

 APPENDIX A

School Stress Survey

The aim of this survey is to assist the School Management Team to identify the main areas and
causes of potential stress at work so that any risks to your health, safety and well- being can be
reduced.

Please return the questionnaire to:

If you need any confidential help, support, information or advice about this or any health-related
subject please contact:

INSTRUCTIONS
 Please read the questions in each section very carefully,
 Tick the box which applies,
 Please be honest and constructive in your comments. For example, if you are not satisfied
with your physical working environment, briefly explain what is wrong with it and how you
would improve it. If you are very satisfied with something, briefly say why.
 Please check your answer under appropriate column to the scale provided.

Scale:
5 - Strongly Agree/ Not Stressful
4 - Agree/ Less Stressful
3 - Moderately Agree/ Moderately Stressful
2 - Disagree/ Stressful
1 - Strongly Disagree/ Very Stressful

5 4 3 2 1
Section Strongly Agree/Less Moderately Disagree/ Strongly
1.Your Agree/Not Stressful Agree/Moder Stressful Disagree/
job Stressful ately Very
Stressful Stressful
1. I am satisfied with my current
job

2. I think that my skills, knowledge

and experience match the
requirements of my job
3. I think that my skills, knowledge
and experience being used as
much as I would like them to
be?
4. I think that class preparation
time is adequate?
5. I think that I have adequate
resources to be able to do in my
job?
6. I think that my workload is just
about right.
7. I think that the deadlines/targets
given are reasonable and
achievable?
8. I think that the health, safety
and welfare of staff are a priority
within the school/unit
9. I am satisfied with my physical
working environment (heating,
lighting, space, equipment
etc.)?
10. I am satisfied with the facilities
available for food and drink/rest
periods
11. I think I have opportunities
within my working day for rest
and relaxation or exercise
12. I am satisfied with the services
available to staff for:
(i)Counselling?
(ii)Health advice and
information?
(iii)Safety advice and
information?

5 4 3 2 1
Section Strongly Agree/Less Moderately Disagree/ Strongly
2. Agree/Not Stressful Agree/Mod Stressful Disagree/V
Your Stressful erately ery
role Stressful Stressful
1. I am satisfied with the level of
involvement in the decision-
making processes?
2. I think that my work is
appreciated and seen as
valuable
3. I have a clearly defined job
description and duties
5 4 3 2 1
Section 3. Strongly Agree/Less Moderately Disagree/ Strongly
Relations Agree/Not Stressful Agree/Mod Stressful Disagree/V
hips Stressful erately ery
Stressful Stressful
 1. I am satisfied that you and your
colleagues assist and support
one another?

2. I am satisfied with the way staff

at work relate to each other
3. I am satisfied since I was not
being bullied or harassed at
work in any way
4. I am satisfied with the
opportunities have have of
receiving and giving feedback
amongst your colleagues

5. I am satisfied with the way I

relate to pupils/students?

6. I am satisfied with the way

pupils/students relate to me

Section 4. 5 4 3 2 1
Your Strongly Agree/Less Moderately Disagree/ Strongly
career Agree/Not Stressful Agree/Mod Stressful Disagree/V
developm Stressful erately ery
ent Stressful Stressful
1. I am satisfied with the amount
of training available to my
work?
2. I am satisfied with the quality of
training that I receive?

3. I think that the opportunities to

progress and develop through
training are fair to everyone
4. I am satisfied with the staff
induction programme
5. I am satisfied with the appraisal
and review system?
6. I feel there are opportunities
available in the school to
enable me to prosper in my
career
7. I feel I am encouraged to
progress in my career?

Section 5. 5 4 3 2 1
Your Strongly Agree/Less Moderately Disagree/ Strongly
organi- Agree/Not Stressful Agree/Mod Stressful Disagree/V
zational Stressful erately ery
structure Stressful Stressful
and
climate
1. I am satisfied with the
communication methods that
exist in the school/unit

2. I think that I am treated as an

individual

3. I am satisfied with the overall

management structure of the
school/unit

Section 6. 5 4 3 2 1
Home/wo Strongly Agree/Less Moderately Disagree/ Strongly
rk Agree/Not Stressful Agree/Mod Stressful Disagree/V
interface Stressfu erately ery
Stressful Stressful
1. I think that my home or social
life is not affected detrimentally
by the events that happen at
work
2. I think that my work is not
affected detrimentally by the
events that happen at home or
in your social life?

3. During the last year, regularly

present in school because I am
not affected by illness?

4. Do you feel that your work is

not affected by your health,
either physical, mental or
emotional health?

5. In doing your work, you resort

to other healthful activities as a
coping mechanism rather than
take alcohol, drugs and
cigarettes?
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