Final Uew Thesis 2021. PGD

UNIVERSITY OF EDUCATION, WINNEBA
COLLEGE FOR DISTANCE AND e-LEARNING
EFFECT OF STRESS ON TEACHER PERFORMANCE IN APAM SENIOR

HIGH SCHOOL
SAMUEL KWAKYE
2021
UNIVERSITY OF EDUCATION WINNEBA
COLLEGE FOR DISTANCE AND e –LEARNING (CODeL)
EFFECT OF STRESS ON TEACHER PERFORMANCE IN APAM SENIOR

HIGH SCHOOL
SAMUEL KWAKYE
A dissertation in the College for Distance and e-Learning, Faculty of

Educational Studies, submitted to the School of Graduate Studies,
in partial fulfilment of the requirements
for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
OCTOBER, 2021
DECLARATION
Student’s Declaration
I, SAMUEL KWAKYE, declare that this dissertation, with the exception of
quotations and references contained in the published works which have all been
identified and duly acknowledged, is entirely my own original work, and it has not
been submitted, either in part or whole, for another degree elsewhere.
SIGNATURE…………………………………
DATE…………………………………………
Supervisor’s Declaration
I hereby declare that the preparation and presentation of this dissertation was
supervised in accordance, with the guidelines on the supervision of dissertation as laid
down by the University of Education, Winneba.
SUPERVISOR’S NAME: MR. MARK QUANSAH
SIGNATURE: ………….............................................
DATE: ……………………………………………….
DEDICATION
To my family, children and my loving wife, Abiba Yakubu.
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ACKNOWLEDGEMENTS
I would like to express my special thanks to my supervisor, Mr. Mark Quansah of the
Department of College for Distance and e-Learning (CODeL) for his guidance and the
golden opportunity to do this wonderful thesis.
Secondly, I would also like to thank my friends, wife and children who helped me a
lot in finalizing this thesis within the limited time frame.
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TABLE OF CONTENTS
Content Page
DECLARATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
GLOSSARY xi
ABSTRACT xii
CHAPTER ONE: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 5
1.4 Objectives of the Study 5
1.5 Research Questions 6
1.6 Significance of the Study 6
1.7 Delimitation 7
1.8 Definition of Terms 7
1.9 Organization of the Study 8
CHAPTER TWO: LITERATURE REVIEW 9
2.0 Overview 9
2.1 Theoretical Framework 9
2.1.2 The Person-Environment Fit Approach 10
2.2 Conceptualizing Stress 10
2.3 Causes of stress among teachers and its impact 12
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2.4 Teachers’ Well-being and Resilience 17
2.5 Effect of Stress on Teachers 18
2.6 Coping Strategies used by Teachers 20
2.6.1 Meditation 20
2.6.2 Doing exercises 20
2.6.3 Seeking counselling 21
2.6.4 Eating a healthy diet 22
2.6.5 Getting enough rest 22
2.6.6 Avoiding excessive alcohol, tobacco, and substance use 22
2.6.7 Participating in a social group or religious organization 23
2.6.8 Religion 24
2.6.9 Pursuing a hobby or other personal interest activity 25
2.10 Summary 25
CHAPTER THREE: METHODOLOGY 27
3.0 Overview 27
3.1 Research Approach 27
3.2 Research Design 28
3.3 Population 29
3.4 Census Sampling Technique 29
3.5 Instrument for Data Collection 30
3.5.1 Validity and Reliability 31
3.5.2 Pre-Testing 32
3.5.3 Data Collection Procedure 32
3.6 Data Analysis Procedure 33
3.7 Ethical Considerations 33
3.8 Conclusion 34
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CHAPTER FOUR: RESULTS, ANALYSIS AND DISCUSSION 35
4.0 Overview 35
4.1 Demographic Information 35
4.2 Sources of Stress / Level of Teacher Stress 40
4.3 Teachers performance level 51
4.3.1: Coping strategies of teachers in Apam SHS in relation to stress 56
4.4 Conclusion 60
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS 61
5.1 Overview 61
5.2 Summary of Results 61
5.2.1 The summary of the demographic factors in this study which were considered
are presented. 61
5.2.2 Gender, age, academic qualifications, and teaching experience 61
5.2.3 Summary of results according to research questions 62
5.3 Limitation of the Study 63
5.4 Conclusion 64
5.4 Recommendations 64
5.5 Suggestions for future research 65
REFERENCES 66
APPENDIX: QUESTIONNAIRE FOR TEACHERS 74
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LIST OF TABLES
Table Page
4.1: Gender distribution of respondents 36
4.2: The age of respondents 37
4.3: Academic qualifications 38
4.4: Teaching experience 39
4.5: Inadequate learners’ discipline in the school 41
4.6: Lack of facilities 42
4.7: The government’s education policies 43
4.8: No essential services nearby, e.g. banks 44
4.9: Difficulty in covering the syllabus in the time available 45
4.10: Lack of support from the principal 46
4.11: Principal's reluctance to make tough decisions 47
4.12: Lack of opportunity to participate in school decision making 49
4.13: Having to teach a subject which they are not trained for 50
4.14: Due to stress I am sometimes unable to come to school 51
4.15: Class management has become very difficult due to high enrolment 52
4.16: I am finding it difficult to complete the syllabus 53
4.17: Number of exercises given has reduced due to high enrolment 53
4.18: Completing reports card on time is a challenge to me 54
4.19: I am not actively involved in dealing with student indiscipline 55
4.20: I find it difficult to participate in extra co-curricular activities due
to heavy workload 55
4.21: Coping with stress by taking medication 56
4.22: Coping with stress by doing exercise 57
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4.23: Coping with stress by seeking counselling 58
4.24: Coping with stress and getting enough rest 59
4.25: Coping with stress by avoiding competition. 59
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GLOSSARY
GES: Ghana Education Service
PTA: Parent Teachers Association
SHS: Senior High School
SPSS: Statistical package for Social Sciences
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ABSTRACT
Within education system of any country, teachers have vital position, as the success of
educational institutions is mostly dependent on teachers, who educate the most valued
assets of a country, i.e. students. Teachers’ performance is influenced by different
stress contributing factors which either exist within or outside the educational
institution, that impede the performance of teachers, resulting in lower individual as
well as institutional productivity. The present study was carried out to ascertain the
effect of stress on teacher performance in Apam Senior High school of Gomoa West
District. This study used quantitative research approach in which questionnaires were
employed for data collection processes. Census sampling procedure was used to select
participants from Apam senior high school in Gomoa West District. The sample size
was 138 teachers. Quantitative data was analyzed using IBM Statistical Product for
Service Solution (SPSS) Version 24 (IBM SPSS statistics). The study found that,
stress negatively affects the performance of teachers by lowering the productivity of
individual teachers and of educational institutions. It was recommended that
educational institutions should focus on teachers’ problems through understanding
teachers’ problems and also providing proper support to the teachers for dealing
problems. Also, teachers should learn to adjust to the demands of the teaching
profession. It was concluded that, together teachers, educational institutions and
society as a whole should ensure the success and growth of educational institutions
for the socio-economic development of a country.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teachers play an important role in the lives of children. In addition to facilitating
learning, teachers are key agents of socialization, helping students reach their highest
potential and develop into responsible citizens. But, over the past years, teaching has
become increasingly stressful.
Today, the teaching profession is considered to be a highly stressful profession
(Johnson, Cooper, Cartwright, Donald, Taylor, & Millet 2005; Newberry &
Allsop, 2017). Teachers from many countries report high levels of stress (see e.g.
Chaplain, 2008; Johnson & Birkeland, 2003; Kyriacou, 2001; Skaalvik &
Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that 1 out
of 5 teachers experienced burnout symptoms. Teachers also reported higher levels of
workload compared to other professionals (Hooftman, Mars, Janssen, de Vroome &
Van den Bossche, 2015). A recent study in the US showed that one-quarter of
teachers are at risk for stress in their first year (Fitchett, McCarthy, Lambert, &
Boyle, 2018). Experiencing a high level of stress seems to be detrimental for teachers’
well-being (Harmsen, Helms-Lorenz, Maulana, van Veen, & van Veldhoven, 2016)
and may indirectly harm students’ achievement (Ronfeldt, Loeb, & Wyckoff, 2013).
It also seems to influence teachers’ intension of leaving the profession (Jones &
Youngs, 2012; Klassen & Chiu, 2010), their decision to leave teaching (Newberry &
Allsop, 2017) and their teaching quality (Hanif, 2004). Almost all dimensions of the
organization including physical environment, structure, roles, policies and
relationships can cause stress (Ivancevich, & Matteson, 2010).
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Teacher’s performance entails the effectiveness of the teacher based on students‟
performance results, attendance, communication skills, syllabus coverage,
professionalism, decision making, interpersonal skills and classroom management.
Teaching is always marked as vital significant profession of the whole world as all the
professions take their roots and nourishment from the said profession (Hanif, 2014).
Research conducted in the United States of America (USA), United Kingdom (UK),
New Zealand and Australia has identified several key causes of work stress
commonly associated with teachers. These include inadequate salary, work overload,
time constraints, lack of promotion opportunities, lack of regular performance
feedback, changing job roles, inadequate recognition, inadequate management and
participation in management decision making, inadequate resources and funding,
inadequate policies and student indiscipline (Borg, 2010; Bowers, & Mciver, 2000;
Kyriacou, 2001). Locally, the increasing levels of unmanageable work stress amongst
teachers in public schools in Ghana is compounded by the rapid enrolment in the Free
SHS Policy which has seen the schools experience challenges of poor physical
facilities, overcrowding and staff disillusioned by several factors including inadequate
and non-competitive salaries, poor working conditions, heavy workload, among
others. Hanif, R (2014) and Robbins, S.P, (2008) warns that negative effects of job
stress impact negatively on employees leading to high cost of stress due to high
turnover rates, increased absenteeism, low productivity and costly stress-related
diseases. This consequently drains the resources and cause inefficiency in
organizations hence the increasing widespread concern amongst policy makers,
employers, employees and researchers over the high levels of stress in the world
today. Previous studies asserted that the effects of work-related stress create physical
problems (heart disease, ulcers, migraine headaches and hormonal imbalances),
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psychological problems (low self-esteem, negative attitude, poor decisions,
resentment of supervision, poor communication and job dissatisfaction) and or
behavioral problems (absenteeism, frequent mistakes, accidents and turnover) leading
to employee’s poor performance (Lazarus & Folkman, 2004; Luthans, 2011). In
public schools, work stress can negatively affect teachers‟ physiological and
psychological well-being which can adversely affect schools‟ effectiveness. Students‟
learning is also negatively influenced by teachers‟ job dissatisfaction and work-
related stress causing poor grades.
1.2 Statement of the Problem
The phenomenon of stress has been investigated into in different professions
including the teaching profession. According to McCarthy, Lambert, Crowe, and
McCarthy (2010) over the past years all the studies conducted on teacher stress have
pointed to it as a problem. They, therefore, emphasize that “teacher stress remains a
pernicious and persistent problem” (McCarthy et al., 2010 p. 307). And “it has been a
common finding that educators experience higher levels of stress than any
professional groups” (Steyn and Kamper, 2006 p.113). Different researchers from
different parts of the globe have researched into teacher stress. McCarthy et al.
(2010), who conducted their study in the U.S.A, Lhospital, and Gregory (2009), who
conducted their study in South Africa, Adeoye, Aliu and Solademi (2012) who
conducted their study in (Nigeria) all point to the teaching profession as stressful.
On the other hand, Kerr, Breen, Delaney, Kelly, and Miller (2011). who conducted
their study of teacher stress in Ireland, Mushtaq (2011) who conducted his study in
Pakistan, and Chan, Chen and Chong (2010) researching on teacher stress in China,
Jepson and Forest (2006) in the U.K., Kyriacou and Chien 2004, in Taiwan, Burchielli
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and Bartram (2006) in Australia Nagra & Arora (2013) (India) all point to the
prevalence of teacher stress in their various studies. This goes to say that no matter the
side of the globe one finds him/herself, the teacher is prone to stress. Kyriacou (2001)
who is a leading researcher on teacher stress confirms the assertion that the profession
of teaching is a “highly stressful profession” (p. 29).
What contributes or pass as stressors as exposed by different researchers include
“poor working conditions, poor student behaviour, lack of administrative support,
excessive task” ( Fisher, 2011 p.4) “ lack of recognition for good work, personal
insults from colleagues, inadequate salary, excessive paper work, poorly motivated
colleagues” (Milner & Khoza, 2008 p. 168), pupil misbehaviour, time and resources
constraints, professional recognition, relationship with others, curriculum demand
and work over load (Tang & Yeung, 1999). These factors that cause teacher stress
seem to vary from one context to the other. Michael, Court, and Petal (2009) postulate
that stress manifest itself differently in individuals and work places. They further add
that studying work stress in diverse contexts will assist in the in-depth understanding
of the phenomenon of job stress and help to mitigate the effect of stress (Michael et
al., 2009). The researcher therefore decided to conduct a case study of effect of stress
of teacher performance in Apam Senior High School in the Gomoa West District.
This would help the researcher explore the stressors that are particular to the teachers
in the Apam Senior High School in the Gomoa West District.
Stressor have been proven by studies to have dire consequences on the health and
retention of teachers. These effects or consequences of stress include “less morale in
staff members, job dissatisfaction, regular absenteeism, negative health or ill health,
job turn over, teacher apathy (Khan, Shah, Khan, & Gul, 2012 ; Ahrendse, 2008;
Blaug, Kenyon & Lenkhi, 2007 ). Kerr (2011) explains that “teachers with poorer
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coping skills had more frequent absence from work and were more likely to leave the
profession” (p.29).
The stress of teachers in Ghana could be different as compared to teacher stress in the
western world because it is generally known that teachers in developing countries like
Ghana turn to work under deplorable working conditions than their counterparts in the
western/developed world.
The student population in Ghana has increased because of the introduction of the Free
Senior High School Policy hence the introduction of the double track Senior High
School System to absorb the excess number of students. As of March 2020, there
were nearly 405 thousand-second cycle students enrolled under the Free Senior High
School Policy, as against 512,083 applicants at the same date. This has brought
additional responsibilities to teachers, form masters, house masters coupled with some
teachers not going on vacation and therefore a number of them are stressed because of
the workload. The researcher was motivated to find out what constituted effect of
stress on teacher performance in Apam Senior High School.
1.3 Purpose of the Study
The main purpose of this study was to ascertain the effect of stress on teacher
performance in Apam Senior High school of Gomoa West District.
1.4 Objectives of the Study
The objectives of the study were to:
1. ascertain the sources of teacher stress in Apam Senior High School.
2. determine the effect of stress on teacher performance in Apam Senior High
School.
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3. examine the coping strategies of teachers at Apam Senior High School in
relation to stress.
1.5 Research Questions
The following questions guided the study:
1. What are the sources of teacher stress in Apam Senior High School?
2. To what extent does stress affect teacher performance in Apam Senior High
School?
3. What are the coping strategies of teachers in Apam Senior High School in
relation to stress?
1.6 Significance of the Study
The study will be of great significance to the Ghana Education Service (GES) who
employs teachers in that they will be able to know the factors that enhance stress
among the teachers, the effects that the stress has on its employees and the steps they
need to put in place to address the stress - causing factors. Schools’ management
within Gomoa West District and the entire country will also benefit in that they can be
able to understand the reasons behind the poor performance by the teachers in their
schools or vice versa.
A serious and thorough look and analysis of the study results will also help the
Management and Parents Teachers Association – (PTA) to address these problems
and not only institute solutions but improve the welfare and working conditions of the
teachers.
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The Government and especially the Ministry of Education will also benefit from the
findings so that they can meet their part of the bargaining for example enhancing
better salaries and welfare for the teachers in public schools.
On the academic realm, other researchers will develop their researches on the gaps
that this research will identify in the final report. Thus, they (other researchers) will
build their researches on the recommendations of the research report.
1.7 Delimitation
The scope of this study encompasses teachers in senior high schools in the Gomoa
West District in the Central Region. It would have been ideal to cover all the senior
high schools in the District perhaps the whole region but the study was however
delimited to only public senior high schools. Out of four, one school was selected for
the study. In spite of the scope of the study, the findings and recommendations from
this study could be adapted by areas of similar characteristics in the region and
outside the region.
1.8 Definition of Terms
Burnout: Emotional, mental, or physical exhaustion that comes from job-related
stress.
Coping Strategies: Any physical, psychological, social, or material factor which
helps teachers.
Overcome job: related stressors and achieve valued outcomes with students.
Strain: Any unpleasant behavioral, psychological, or physiological outcome in a
teacher.
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Stress: The body’s non-specific response to a demand placed on it.
Stress Stimuli: Organizational characteristics that initiate a reaction in a given
setting.
Stressor: An activity, event, or stimulus that causes stress.
Teacher Stress: Any characteristic within the school environment that poses a threat
to the teacher.
1.9 Organization of the Study
The study is organized into five chapters. The chapter one focused on the general
introduction and background to the study. It projected the statement of the problem,
purpose and objectives of the study, research questions, significance of the study, and
delimitation of the study.
Chapter two on the other side dealt with the literature review related to the study.
Chapter three focused on the methodology, tackling the research design, population,
sampling and techniques, research instrument, data collection procedure and
limitations.
Chapter four is the presentation and analysis of results, and chapter five discussed the
summary of findings, gave recommendations and conclusions.
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CHAPTER TWO
LITERATURE REVIEW
2.0 Overview
This chapter focuses on the literature reviewed on the effect of stress on teacher
performance in Apam Senior High school. The definition of stress is discussed to shed
light into how stress is viewed in this study. The literature reviewed theoretical base
of stress, which provide the background on which this study is located. The stressors
that teachers face in their profession has reflected in the literature, as well as their
coping strategies.
Despite much discussion concerning the nature of workplace stress, teachers’ stress
experience seems to be increasing. While stress certainly is not unique to the teaching
profession, working in schools does throw up a number of situations that are unique to
education while the current climate of uncertainty and criticism further undermines
the professionalism and confidence of many hard-working teachers. Changes to pay
and conditions and new appraisal systems seem to indicate that teachers are far from
feeling that they are in control of their level of stress experience.
2.1 Theoretical Framework
In the current study only the theories, and approaches that are mentioned in this study
served as a framework for determining the sources of stress for teachers at Apam
senior high school in the Gomoa West District. According to Folkman and Lazarus
(1984 in Makie, 2006), stress is considered to be a dynamic and reciprocal
relationship between the environment and the person, where stress is only experienced
when situations are viewed as taxing one’s resources.
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Stress brought about by the environment can therefore be perceived differently by
each individual. An individual might consider students indiscipline in the school
environment as threatening, while others might perceive it as challenging. Some
individuals might perceive students indiscipline as threatening and opt to “flight.”
This could include attempts to leave the profession. Others might perceive students
indiscipline as challenging and opt to “fight.” This could include attempts to influence
the environment positively or negatively.
2.1.2 The Person-Environment Fit Approach
This approach developed by Khan, focuses on how confusing and conflicting
expectations of an individual in a social role can create stress for the individual. He
furthermore examined an individual’s fit in the environment, and viewed a good
person-environmental fit as occurring when a person’s skills and abilities fit a clearly
defined consistent set of expectations resulting in a lack of stress. Long periods of
stress can have negative consequences such as strain in the form of depression
(Nelson & Quick, 2006).
2.2 Conceptualizing Stress
Teacher stress has been defined in different ways. A renowned founder of stress
research, Selye (1974), defined stress as the wear and tear on the body due to the
demands placed on it. Otto (1986) perceived work-related stress as resulting from a
mismatch or an imbalance between external and internal job demands and external
and internal resources. A number of definitions of ‘stress’ appear in literature, and
none of them is far from the one reflected in the study by Betonio (2015), which
portrays stress as the adverse reaction of every individual person who happens to
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experience so much pressure and other types of demand workload placed on their
ability to adapt. When such pressure is experienced in the work place, it is referred to
as occupational stress, and the interest in the study is more specially in the teaching
profession. Thus, stress may result if the job demands or their educational values. A
teacher may experience unpleasant emotions like tension, frustration, anxiety, anger
and depression resulting from aspects of work as a teacher (Kyriacou, 2001).
Definitions of stress in teaching tended to include similar features which are: the
subjective nature of a teacher’s perception of stress, the variability among teachers to
cope successfully with the demands of teaching, and the generally negative reaction
when job demands are perceived to exceed the teacher’s ability to cope (Kyriacou &
Sutcliffe, 1978; O’ Connor & Clarke, 1990). A frequently used definition of teacher
stress is that Kyriacou & Sutcliffe (1978) thus: a subjective negative reaction to
aspects of the job that threaten a teacher. Jackson and Rothman (2005) define work
related stress as a product of an imbalance between the environment and individual
capabilities. Stress is usually used to either describe an internal stimulus or an
individual response (Oliver & Venter, 2003). In this study, stress can be defined as
tension that continues to build up within an individual as a result of inability to deal
with it. The negative effect of stress is associated with illness of varying degrees.
Stress is a result of interaction of three domains, namely, environment factors,
personality characteristics and emotional response (Nyambongi, 2013).
Environmental factors include student discipline, teacher competence and facilities
available in the school among others. Stress severely decreases the psychological
resources and coping skills of an individual. Problem-solving and decision-making
skills are impaired. Stress further impacts the immune system; a person is more likely
to get ill and exhibit prolonged recovery periods, leading to lower productivity and as
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a result teacher’s performance becomes poor. A certain degree of stress is
unavoidable, however, at an acceptable level, such stress tends to improve the
teacher’s efficiency (Betonio, 2015).
2.3 Causes of stress among teachers and its impact
Overview
Teachers deal with a wide variety of stress causes on a daily basis. This has a great
impact on teachers’ professional performance, job satisfaction, quality of their work
and educational process. High level of stress adversely affects teacher’s social well-
being, physical and mental health.
A number of stress causes for teachers are lack of resources, heavy workload,
learners’ discipline, school management practices, role ambiguity, work demands and
job control/decision.
1. Lack of Resources
The importance of having essential facilities in any field of service cannot be
overemphasized.
It is stressful when teachers find themselves operating under conditions of severe
shortages of both human and material resources. Teachers do get appropriate
training and are ready to offer effective training to their leaners, only to face the
drawback of lack of resources, regarded as one of the contributory factors of teacher
stress (Kokkinos, 2007). There are challenges barring schools from reaching their
full academic potential that affect mental health promotion and wellbeing of
teachers (Kutame, Maluleke, Netshandama, & Ramakuela, 2014).These are realities
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faced by senior high school teachers. It is often frustrating for teachers to work
without basic resources that are required to ensure effective teaching and learning.
Teachers working in poorly resourced schools may thus not be expected to function
at their full potential, leading to negative consequences on teacher performance.
Teacher performance may be significantly correlated with the availability of
facilities such as a library, laboratories of computers and others in the institution.
Situations in which teachers have to perform their professional duties with little or
no resources can be very stressful indeed.
2. Heavy Workload
Arikewuyo (2004) indicates that a work overload is a situation where a worker is
expected to produce tangible results over a small period of time. Researchers have
stated workload as the possibly the greatest source of stress for teacher (Motseke,
1998). Ngobeni (2006) adds that in general workload stress refers to overload of
teachers where they are to take up roles and responsibilities than is possible for them
to handle effectively. Motseke (1998), expressed that in both quantitative and
qualitative workload duties such as extramural activities, teaching in class, marking,
and being present at meetings are some examples of workload. Heavy workload, like
completion of syllabus and marking of papers were considered as source of stress, for
teachers (Alghaswyneh, 2012). Kyriacou and Chien (2004) also point to the same
assertion in their study in Taiwan found out their heavy workload was the main source
of stress for teachers. Alghaswyneh (2012) states that teachers taking on additional
periods and administrative duties stated these as element contributing to their
workload and ultimately their stress experience.
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Arikewuyo (2004) conducted a quantitative study with a sample of 400 teachers on
the stress and stress management strategies adopted by Nigerian teachers. Arikewuyo
(2004) expressed that the issue of inadequate teachers continue to plunge the Nigerian
educational system. As a result of the inadequate number of teachers, much workload
has been placed on the teachers available. To conclude the literature on teacher stress
seem to indicate that heavy workload has been known to have negative effect on
teacher in terms of increasing their levels of stress (Naylor 2001; Younghusband,
2005).
3. Learners’ Discipline
Saptoe (2000) noted that lack of discipline in schools can contribute to a rise in the
stress levels of teachers. Misbehaviour by students in classrooms means that teachers
spend a lot of time and energy managing disruptive students and this causes problems
for teachers. Time and energy that should be spent on enhancing teaching and
learning will now be spent on attending disciplinary issues. If this becomes daily
routine, teachers become tired and frustrated with their teaching responsibilities. In
view of disruptive behaviour, Salem Al-Amarat (2011) stated that learners’ disruptive
behavior can pose disciplinary problems for teachers and other learners in the
classroom, and this can have enormous negative effects on students’ achievement.
This has been a major source of teacher stress. The fact that no meaningful learning
can take place where there is disruptive behaviour cannot be overemphasized and
managing such environments become stressful for teacher. De Witt and Lessing
(2013) argued that learner disciplinary problems have an effect on the working life of
teachers in schools including teachers’ emotional life. De Witt and Leasing (2013)
also stated that learners’ disciplinary problems cause emotional problems in teachers
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as they make excessive demands on teachers’ tempers and also cause aggression. It
becomes clear, that indiscipline in schools does not only negatively affect teaching
and learning but takes a toll on the very lives of teachers.
4. School Management Practices
Schools’ management practices may also cause stress on teachers. Kyriacou and
Chien (2004) study, established that the way schools were managed by heads or
principals could result in teacher stress. A typical example is a situation where the
head of school places excessive demands on teachers. Teachers may end up failing to
cope with the demands and this can result in feelings of frustration and depression. In
a related study, Hunnur, Vyas, Sudarshan, Mathad, & Pareek (2013) found that a
significant number of respondents in the study indicated that they felt stressed by the
harsh behaviour of their school principal. In an earlier study, Torrington, Hall, &
Taylor (2005) observed that poor human resource management practices de-motivate
employees. Where management styles are authoritarian with limited participation,
delegation and communication; teachers tend to be negatively affected; this results in
stress. This, therefore, suggests that heads of schools should be properly trained in
management in order to minimize cases of management-induced stress among
teachers.
5. Role Ambiguity
Role ambiguity is viewed as the second major cause of role stress (Nelson & Quick,
2006). According to Johns (1996, p. 245), role ambiguity occurs “when workers have
a lack of clarity of job goals and methods.” Berndt and Oosthuizen (2008, p. 94) posit
“that role ambiguity occurs when a person does not know how to perform on the job
or what the expected relationship is (that is, the link between performance and the
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consequences). It also refers to the confusion a person experiences regarding the
expectations of others.”
Nelson and Quick (2006, p. 219) concur that role ambiguity refers to “the confusion a
person experiences related to the expectations of others.” Furthermore, it may be
caused by not understanding what is expected, not knowing how to do the job, or not
knowing the result of failure to do the job. Friedman (1991) agrees that role
ambiguity occurs when an employee does not have enough information to perform a
task or does not understand the expectations related to that particular task. Teachers
that are new to the profession typically suffer from role ambiguity, since they are
unclear about their role expectations. This results in unclear objectives (Paulse, 2005)
which can result in role conflict.
6. Work Demands
Work demands refer to tasks that have to be performed by an employee. These tasks
can include physical, social and organizational dimensions. Quantitative job demands
involve the amount of work and the time available to do the work, while qualitative
work involves the worker’s emotional reactions to the job. Classroom teaching poses
many demands, and researchers found that teachers do not have enough time to
achieve the required standards of teaching (Kamper & Steyn, 2006). The job
demands and resources could also affect work related stress (Maslach, Schaufeli &
Leiter, 2001). This implies that unless teachers are developed, they will be unable to
cope with their work demands and hence ongoing training and development as well as
support both internal and external are critical factors which need to be considered in
order to reduce teacher stress.
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7. Job Control / Decision
Lack of participation in decision making in the opinion of Jones, Schanbroeck and
Xie (2001) leads to teacher stress. Job control is the degree at which one selects a
behaviour that facilitates the completion of task. That is behavioural control and or
having qualities in the work place that allows employees to make decision or be part
of the decision making process in their organization ( Bearschank, 2010). A study by
Brown and Harvey, (2006) estimates that in work places where employees had little
control when it came to decision making in the working environment, they
experienced much stress as compared to the workers that had a hand in making
decisions pertaining to their working environment (Bearschank, 2010).
2.4 Teachers’ Well-being and Resilience
Teachers’ well-being is often referred to in literature with the focus being on what
happens when it is lacking; when it usually leads to burnout and challenges with
teacher retention, amongst other effects, rather than the good that it brings to the
learning environment (Roffey, 2012). Teachers’-wellbeing is not only of critical
importance and relevance for the professional impact made by teachers in their
classrooms, but also for the well-being of learners, through creation and maintenance
of a stable, safe and supportive learning environment (Olsen, 2017). Resilience, which
may be viewed as the measure of a teachers’ ability to maintain positive qualities,
professional commitment and growth, while faced with a variety of challenges,
pressure and demands that form part of teachers’ everyday work, may play a crucial
role in the teacher’s ability to cope with stressful. Teachers in possession of
characteristics of resilience find it easier to adjust in new and unfamiliar environments
and are less likely to leave the teaching profession (Roffey, 2012). Such teachers
17
show high levels of commitment in the profession. Their learners are likely to perform
better academically than their peers whose teachers do not have the resilience and the
accompanying commitment (Roffey, 2012). It is in situations like that where a
teachers’ resilience can become wings with which he or she may soar through the
stressful moments. Building teachers’ coping strategies is essential for the promotion
of teachers’ resilience and well-being and consequently of the quality of education
rendered (Olsen, 2011). Teachers’ well-being is often referred to in literature with the
focus being on what happens when it is lacking.
2.5 Effect of Stress on Teachers
The effects of stress on teachers can be physiological, psychological or behavioural
(Cooper & Dewe 2004; Okeke & Dlamini 2013). Physiological effects of stress are
evidenced by stomach-ache, headache, tiredness, digestion and ulcer problems,
physical exhaustion, increased heart rate, sweating, chest pain, back ache, and being
out of breath (Cooper and Dewe 2004). Besides, Bradley (2004) as well as Dlamini,
Okeke, Mammen (2014) stated that the psychological and emotional effects of stress
are marked by anxiety, anger, depression, boredom, frustration, job dissatisfaction,
emotional exhaustion, feelings of inadequacy, among other feelings. In this view, a
teacher’s character or personality often changes for the worse. This could be evident
in changes in attitudes towards learners, school managers, colleagues and the job
itself. Relationships with colleagues may also be severely affected as one may
become aggressive, withdrawn or easily irritable (Black 2003). Caprara, Barbaranelli,
Steca, & Malone, (2006) advanced the view that teachers can only positively
influence learning if they are committed and satisfied with the job. It therefore means
that since stress reduces job commitment and satisfaction, teachers who suffer from
18
occupational stress have higher chances of not performing well in their teaching and
learning duties. Similarly, Klassen & Chiu (2010) argued that teacher stress has a
negative effect on teacher self-efficacy. Through stress teachers feel inadequate and
incapable of executing their duties to the best of their abilities and this, inevitably,
negatively affects their performance. A teacher stressed by learners’ disruptive
behaviours may consider him/herself unable to deal with disciplinary issues and this
belief only serves to worsen disciplinary problems in the classroom. Skaalvik &
Skaalvik (2007) noted that the teacher’s self-efficacy influences the way he/ she
teaches, motivates students and ultimately impact learner attainment. Khan, Shah,
Khan, & Gul, (2012) stated that teacher performance is of very important concern in
educational institutions, yet performance is negatively affected by stressors that come
from different and many sources. Khan et al. (2012) further noted that teacher
performance affected by stress in turn results in negative effects for learners and
institutions. Learners do not learn well and achieve desired outcomes because the
facilitators for learning will not be in their best frames of mind to ensure quality
facilitation of learning. This is why Tahir (2011) had earlier noted that stress often
results in poor teaching quality. To this end, institutions will also not be able to meet
their set targets and goals. Teacher stress can also exact some influence on the
learners. When teachers are stressed they lack motivation and enthusiasm for teaching
and are often irritable, impatient, and easily frustrated with their students (Brock &
Grady, 2000). Goodenow (1993) found that early adolescents derive much of their
academic motivation from perceived support of others, especially teachers. When
teachers are stressed, they are unable to provide adequate support to their students;
thus, academic achievement is impacted.
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2.6 Coping Strategies used by Teachers
The ability of an individual to cope with a stressful situation or event is important as it
renders the said situation less stressful (Santrock, 2003). This may lead to a reduction
of the effects of stress that have negative implications on the individual as alluded to
earlier. Coping involves managing taxing circumstances, exerting efforts to solve
life’s problems, and seeking to overcome or reduce stress (Santrock, 2003). Coping
strategies are discussed in the subsections that follow:
2.6.1 Meditation
Meditation is a practice where an individual uses a technique such as mindfulness, or
focusing the mind on a particular object, thought, or activity to train attention and
awareness, and achieve a mentally clear and emotionally calm and stable state. When
you meditate, you may clear away the information overload that builds up every day
and contributes to stress. Meditation may significantly reduce stress, anxiety,
depression, and pain, and enhance peace, perception, self-concept, and well-being.
The emotional benefits of meditation can include: gaining a new perspective on
stressful situations, building skills to manage your stress, increasing self-awareness
and focusing on the present. Barnes P.M, Bloom B, Nahin R.L. (2007), also added
that meditation alleviates stress-related ailments such as high blood pressure,
insomnia, chronic pain and fatigue, while reducing the risk of diseases aggravated by
stress, such as heart disease, digestive disorders and headaches.
2.6.2 Doing exercises
Mentally, exercise at schools improves performance concentration and memory. It
also improves self-confidence. Physically, it improves an individual’s self-image,
20
boosts energy levels, lowers body fat and improves quality of sleep and also affects
behaviour (Isaacs, 2008). Some individuals enjoy going to the gym to relieve their
stress. Others stay active and keep themselves busy (Buys, Mostert, & Wentzel,
2009). Martin (2001) found that the regular use of exercise can produce many
advantages in addition to weight loss and fitness improvement. It can reduce the
possibility of severe medical conditions, and can also provide the opportunity to work
off some of the aggression and frustration built up during stress.
2.6.3 Seeking counselling
Counselling is a process by which clients are invited to look honestly at their
behaviour and make certain decisions about how they want to modify the quality of
their life. Counselling helps individuals to recognize their own strengths, discover
what is preventing them from using their resources and clarify what kind of life they
want to live. Counselors provide support and warmth, yet challenge clients so that
they are able to take actions to bring about change (Corey, 2005).The provision of
counselling encourages teachers to explore their feelings and other emotions
pertaining to the events creating stress. Many reasons for stress exist, therefore having
the opportunity to talk about them, provides teachers with the opportunity to develop
ways of coping. Traumatic events, however, are difficult to re-live since it can cause
fear or panic attacks in teachers. Counselling can provide a means of coming to terms
with these experiences more easily (Martin, 2001). Counselors can also prescribe self-
awareness techniques in order to make teachers more aware of their own strengths
and weaknesses as well as manage conflict situations.
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2.6.4 Eating a healthy diet
Eating a healthy diet can reduce the negative effects of stress on your body. A healthy
diet builds a solid, more enduring foundation for your body by reducing oxidation and
inflammation and by helping to reduce weight gain. A healthy diet can also build up
your immune system, level your mood, and lower your blood pressure. Lots of added
sugar and fat can have the opposite effect. To stay healthy and on an even keel, look for
complex carbohydrates, lean proteins, and fatty acids found in fish, meat, eggs, and nuts.
Soltani H, Keim N.L, and Laugero K.D. (2018), a balanced diet can support a healthy
immune system and the repair of damaged cells. It provides the extra energy needed to
cope with stressful events.
2.6.5 Getting enough rest
Sleep is a powerful stress reducer. Following a regular sleep routine calms and
restores the body, improves concentration, regulates mood, and sharpens judgment
and decision-making. You are a better problem solver and are better able to cope with
stress when you are well-rested. Lack of sleep, on the other hand, reduces your energy
and diminishes mental clarity.
2.6.6 Avoiding excessive alcohol, tobacco, and substance use
Excessive alcohol, tobacco and substance use can be harmful to your health and may
increase anxiety, depression, or other mental health. It can also increase the risk of
long-term health issues such as liver disease, cancer, heart disease, stroke, high blood
pressure, and birth defects.
22
Smoking is associated with increased incidence of cancer, heart disease and chronic
lung disease (Millis, 1998). Such conditions are obviously potential causes of more
stress than that which one may try to alleviate through smoking. The risk of such fatal
conditions mentioned above may be drastically reduced on quitting to smoke.
Abstinence from excessive alcohol, smoking and substance use may be associated
with a good general sense of well-being.
2.6.7 Participating in a social group or religious organization
Social support is the perception that others are responsive and receptive to one’s
needs (Hobfoll & Vaux, 1993). It has also been defined as the feedback that one gets
from others, that gives assurance that one is loved and cared for, esteemed and valued,
and included in a network of communication and natural obligation (Santrock, 2003).
Social support, as a coping strategy, may reduce the level of perceived stress. Taylor
(2003) describes three types of benefits that social support provides to a stressed
person, which are: tangible assistance, information and emotional support. Tangible
assistance refers to actual goods and services that can be provided by family, friends,
colleagues or any interested party. A donation of essential tuition resources by a Good
Samaritan to a senior high school is an example of such tangible assistance. Such a
donation would remarkably help to reduce the stress level of the teacher who was
negatively affected by lack of such resources. Information as a benefit refers to
recommendations and suggestions given to a stressed person, meant to give guidance
on specific actions or plans that could be pursued in order to cope more effectively
with stress. Such information would enable a stressed teacher to view his or her
stressful work environment differently, or even discover the way out of the stressful
experience. Emotional support takes the form of reassurance of love and care of the
23
stressed person, mainly by family and friends. This is instrumental in curbing stress,
and possibly in preventing development of depression, anxiety or a low self-esteem
(Santrock, 2003). People do not require the same amount of support all the time, as
they can manage on their own when life events go smoothly but would need other
people when times are tough (Cohen & Wills, 1985). As situations are inherently
tough in a senior high school, teachers in such schools will be in need of social
support from their fellow teachers, the school principal, the school management team,
the school governing body and all those with administrative authority over them, and
of course, from their families and friends. A number of factors around the school
environment have also been shown to relate to teacher job satisfaction. Teacher
autonomy may result in higher levels of job satisfaction. Supportive school
environments and positive social relations with all relevant stakeholders, inclusive of
colleagues, learners, parents and school leadership are also predictive of teachers’ job
satisfaction and motivation to stay in the profession whereas time constraints and ill-
discipline are predictive of lower levels of job satisfaction. Several studies also reveal
that teacher self-efficacy is associated with higher levels of job satisfaction (Johnson
& Birkeland, 2003; Klassen & Chiu, 2010).
2.6.8 Religion
Various dimensions of religion are instrumental in enabling some people to cope more
effectively with stressful experiences in their lives (Bergin & Richards, 2000).
Moreover, commitment to religion is associated with good physical health
(Paloutzian, 2000). Promotion of physical health experienced by those committed to
religion is ascribed to healthier lifestyles and health-related services held in such
religions (Santrock, 2003).
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Social connections which are at the centre of some religions, are associated with
fewer health problems (Hill & Butter, 1995). Such social connections propagated by
religions have been observed to prevent anxiety and depression, as well as isolation
and loneliness (Koenig & Larsen, 1998). It has also been posited that prayer is
associated with positive health-related changes such as decreased sense of pain and
reduced muscle tension that usually accompany a stressful experience (Santrock,
2003). Whether religion as a coping strategy will be effective or not may depend on
whether the stressed person has rational or irrational beliefs about himself or herself.
It is apparent that the extent of commitment by the teacher in question to a particular
religion determines the extent of the ability to cope with a stressful situation by the
said teacher.
2.6.9 Pursuing a hobby or other personal interest activity
Hobbies are a perfect way to distract yourself after a busy day. It provides you with
the opportunity to have some “me” time, and gives you an outlet for releasing stress
built up from the day. In a recent survey on stress and wellbeing conducted by the
Australian Psychological Society, four in five participants found activities like
listening to music and spending time on a hobby was an effective way of managing
stress.
2.10 Summary
The teaching profession is, acceptably, a stressful one according to a number of
studies. The Free SHS appears to add salt to the wound, through amplified
challenges faced by teachers in such schools, leading to exaggerated levels of stress
for such teachers. Some of these challenges include overcrowded classrooms, lack of
25
essential resources, lack of support from the principal, and learner indiscipline.
When teachers face stressful situations in their work environment, they fail to
perform to the best of their abilities as teacher-learner interactions are negatively
affected. Poor performance by teachers result in poor academic performance by the
learners, resulting in even more stress on the teachers concerned. A number of
strategies are used to try and cope with stressors experienced in the teaching
profession, inclusive of: meditation, doing exercises, seeking counselling, eating a
healthy diet, getting enough rest, avoiding excessive alcohol, tobacco, and substance
use, participating in a social group or religious organization, and pursuing a hobby or
other personal interest activity.
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CHAPTER THREE
METHODOLOGY
3.0 Overview
This chapter describes an overview of the methods used for the study, which includes
the Research Design, Population for the study, Sample Size and sampling techniques,
Instrument for Data Collection, Validation of the instrument, Pilot Study, Reliability
of the Instrument, Data Collection Procedure, Ethical Measures and Procedure for
Data Analysis which are central to this study. The primary aim of this study was to
find out the effect of teacher stress on teacher performance. The following were the
objectives of this study:
3.1 Research Approach
The research approach is a plan and procedure that consists of the steps of broad
assumptions to detailed methods of data collection, analysis, and interpretation. The
three common approaches to conducting research are quantitative, qualitative and
mixed methods.
A quantitative method of investigation was chosen for this study, since the aim of the
research was to find solutions to the stated problems. This was accomplished by
analyzing and interpreting the data with the aid of statistical measures. The
advantages of this research method, is that it has the potential to be generalized for
large populations, if sampling was done effectively. Furthermore, it is considered to
be valid if the instrument of data collection, namely a questionnaire in this case, was
of a good quality (Reiman, 2008). The questionnaire should also be objective,
structured and have high validity and reliability coefficients (Paulse, 2005). The
27
researcher assigned numbers to observations, produced data by counting and
measuring the variables and made use of statistics to make sense of the data presented
in this study.
3.2 Research Design
The descriptive survey research design was adopted for this study. Descriptive survey
research design gives the accurate assessment of the characteristics of the whole
populations of people. It is also more realistic than the experiment in that it
investigates phenomenon in their natural setting. Descriptive surveys make
measurement easier and the results can be statistically significant even when
analyzing multiple variables. Another advantage of descriptive survey is that it
enables many questions to be asked on a given topic, thereby giving flexibility to the
analysis. If a survey is well conducted using a representative sample, valid reference
can be drawn from the sample to make generalization on the opinions, attitudes and
beliefs of the whole population on a specific topic. The design also has an advantage
of producing good amount of responses from a wide range of people. At the same
time, it provides a more accurate picture of events at a point in time. Fraenkel and
Wallen (1993) continued that one big advantage of the descriptive survey design is
that it has the potential to provide us with a lot of information obtained from quite a
large sample of individuals. Creswell (2002) is however of the view that a descriptive
study is more than just a collection of data. It involves measurement, classification,
analysis, comparison and interpretation of data. According to Creswell (2002), a
descriptive study identifies and defines the problem, selects tools for collecting data,
describes, analyzes and interprets the data. In this direction the study seeks to examine
the effect of stress on teacher performance and the procedures available for the
teachers to manage stress.

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3.3 Population
Creswell (2002) defined population as generally a large collection of individuals or
objects which is the main focus of a scientific query. A research population is also
known as a well-defined collection of individuals or objects known to have similar
characteristics. All individuals or objects within a certain population usually have a
common, binding characteristic of its members are the same. The target population for
this study were teachers from Apam Senior High School. Apam Senior High School
at the time of this study was having a total staff strength of 138 teachers made up of
102 males and 36 females. Participants were selected from Apam Senior High School
because of a large staff made up of teachers who have varying years of teaching
experiences ranging three to twelve years.
3.4 Census Sampling Technique
A census is a collection of information from all units in the population or a complete
enumeration of the population. It is therefore imperative for the researcher to choose a
sample that will assist him or her answer the research questions in study. In order to
ensure that a teacher has equal chance of being selected for the study, an estimated
sample of one hundred and thirty-eight (138) teachers which consisted of one hundred
and two (102) males and thirty-six (36) females were selected by the researcher using
the census sampling technique. Data collection through census method gives
opportunity to the researcher to have an intensive study about a problem. The
researcher gathers a lot of knowledge through this method. In this method there would
be higher degree of accuracy in data. No other method is accurate like census method
when the universe is small. Furthermore, everyone has an opportunity to participate.
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3.5 Instrument for Data Collection
The instrument adopted in this study was questionnaire. The questionnaire is a vehicle
for the collection of data (McCormack & Hill, 1997). A questionnaire is a research
instrument consisting of questions for the purpose of gathering information from
respondents. It is mainly made up of a list of questions, which also includes clear
instructions and space for answers or administrative details. The self-constructed and
self-administered questionnaire consisted of 24 items arranged systematically based
on the research questions to collect data and information from teachers.
The questionnaire for the teachers were divided into four sections: Section ‘A’
consisted of questions collecting demographic data from all participants in the sample.
This section consisted of four items requesting for data that included gender, age,
educational attainment and years of teaching experience. Section ‘B’ consisted of
items requesting participants to rate the extent to which they agreed or disagreed with
issues that cause stress. The rating scale consisted of the following designations: 5 =
extreme stress; 4 = much stress; 3 = moderate stress; 2 = mild stress; 1= no stress.
Section ‘C’ comprised of questions requesting participants to rate their performance
level with issues related to stress. Participants were requested to mark in the
appropriate box following an appropriate rating scale to Strongly Disagree, Disagree,
Agree and Strongly Agree. Section ‘D’ consisted of questions requesting participants
to indicate how they can cope with related stress they experienced as teachers in
Apam Senior High school in the Gomoa West district. The researcher used
questionnaire as the instrument for the data collection because it provided a relatively
cheap, quick and efficient way of obtaining large amount of information from a large
sample of people. Questionnaires also offer a quick way to get results, easy analysis
and visualization.
30
3.5.1 Validity and Reliability
Validity may be the extent to which an account accurately represents the social
phenomena to which it refers. Validity is determined by meaningful and appropriate
interpretation of the data obtained from the measuring instrument as a result of the
analyses. Whiston (2012) defined validity as obtaining data that is appropriate for the
intended use of the measuring instruments. Respondents confirmed that the questions
were clear and that they were reasonable as they could answer without having to get
clarifications.
Reliability refers to the accuracy of a test, consistency of scores obtained by the same
individuals when re-tested using the same test on different occasions (Cooper &
Schindler, 2003 in Oosthuizen, 2005). Reliability determines how consistent a
measure is (Josias, 2005). This means that an instrument which continually provides
the same scores, is considered to have high reliability, while an instrument that does
not provide the same scores every time, is considered to have low reliability.
Reliability measures include; Internal consistency: determines the consistency of
items across different constructs. It considers how well scale items are related to each
other (Creswell, 2005). Test–retest reliability: determines how stable a scale is over
time. This implies that when the same test is administered a second time to the same
subjects over a period of time, and it generates the same results, it has test-retest
reliability (Spector, 1997). The Split-half method: involves making more than one
measurement of any complex social concept (Babbie & Mouton, 2007). For this
study, internal consistence was used to determine the consistency of items across
different constructs.
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3.5.2 Pre-Testing
Pre-testing of instrument was administered to 20 teachers of Gomoa Senior High
Technical School at Dawurampong. The purpose of the pre-testing was to identify
problems with the data collection instrument and find possible solutions. Several
improvements were subsequently made to the research instrument based on feedbacks
received during the pre-test. The internal consistency reliability among individual
item was measured using the Cronbach’s Alpha. It is one option that can be used to
investigate how well each of the items in a scale correlates with the sum of the
remaining items. Internal consistency reliability coefficient was 0.70 which is
acceptable value of Cronbach’s Alpha. Hair, Black, Babin, and Anderson (2010)
provide that a value of 0.70 is generally agreed upon as an accepted value.
Additionally, Fraenkel and Wallen (1996) stated that the reliability of items is
acceptable if the alpha is within .70 and .99.
3.5.3 Data Collection Procedure
The researcher administered the instrument (questionnaires) to the subjects or
respondents. This enabled him to properly explain the purpose, procedure and
guidelines for answering the questions. Copies of the questionnaires were
administered to the teachers within two (2) weeks. The data were collected by the
researcher after two (2) weeks. The survey tool enabled me to reach a large sample
size with relative ease on the perceptions and experiences of teachers on their work-
related stress. Questionnaires’ return rate of 100% was achieved, and that was a good
return.
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3.6 Data Analysis Procedure
The data collected from the field was given to an expert to capture, edit and analyse.
A computer loaded with Statistical Package for Social sciences (SPSS) version 24 was
used to analyse quantitative data from questionnaires on the personal computer which
showed frequencies and corresponding percentages shown by means of tables and
figures. The system of analysis was chosen due to its level of accuracy. Once the data
has been correctly entered according to prescribed instructions, the possibility of
errors may be vastly reduced.
3.7 Ethical Considerations
Creswell (2009) discusses many factors that need to be taken into consideration when
it comes to ethics in research. One issue Creswell warns researchers to look out for is
confidentiality. By this, a researcher must protect the identities of their respondents.
Therefore, for this study the researcher made sure not to include the real names of the
participants nor any identifying characteristics. The researcher explained this to the
participant. More so, Creswell (2009) advised researchers to make it a point to
“gaining agreement from individuals in authority” (p. 90). For this study, a letter
obtained from the Department of Social Studies Education from the University of
Education, Winneba, was given to the administration of the school used for the study.
The researcher summited the letter personally. And with the consent of the head
teacher, the researcher scheduled dates with the respondents. Creswell (2009) also
asks researcher to respect the sites and participant of their study. With that in mind,
the researcher planned his visits in a way that would not interfere in the activities of
the respondents or became an unwanted nuisance.
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3.8 Conclusion
This chapter provided an explanation of the research design or research method
employed in the study. The sample and procedure used in the study was explained.
The targeted population was also discussed briefly. An explanation of the reliability,
validity and justification of the instruments used were also provided. The census
sampling of 138 teachers from Apam Senior High School was chosen. The statistical
analysis provided descriptive information as well as a justification for use in the
study. The next chapter presents an analysis of results and discussions collected
through questionnaires.
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CHAPTER FOUR
RESULTS, ANALYSIS AND DISCUSSION
4.0 Overview
Chapter 3 presented the research design and methodology of this study. This chapter
presents the results of empirical investigation conducted to establish the effect of
stress on teacher performance in Apam Senior High school of Gomoa West District.
First, the demographic profile is presented and, thereafter, the main trends and
patterns in the data. The data is then analysed in the context of the research questions
and literature review.
4.1 Demographic Information
The demographic characteristics of the respondents who completed questionnaires
which correlate best with their responses showing the effect of stress on teacher
performance in Apam Senior High school of Gomoa West District are addressed in
this section. The variables, which include gender, age and educational level of
respondents are presented and discussed.
First, the biographical information of the respondents is presented. Each variable is
discussed separately, with the aim of giving a clear picture of the profiles of the
respondents.
35
Table 4.1: Gender
Gender Frequency (N) Percentage
Female 36 26.1
Male 102 73.9
Total 138 100
Source: Field Data, 2021
From Table 4.1 above, it can be seen that out of the 138 respondents, 73.9% of them
were males and 26.1% were females. The data suggests that there was a vast
difference between the number of males and females used for this research. The
results also suggest that the high proportion of males who responded was influenced
by gender behaviour which may have effect on the results in this study. Males being
exposed to some gender-specific stressors in being treated differently both by their
organization, the environments and by female colleagues (Collins & Gibbs, 2003),
may be prone to issues related to stress and may be biased towards their stress
experiences.
36
Table 4.2: The age of respondents
Age Teachers’ Percentage
25-30 years 17 12.3
31-35 years 15 10.9
36-40 years 26 18.8
41-45 years 30 21.7
46 years and older 50 36.2
Total 138 100
Table 4.2 shows that majority of the teachers (36.2%) fell within the 46 years and
older category, while 21.7% of respondents were in the 41 to 45 years old group. The
respondents within 36-40 years made up (18.8%) of respondents. The results suggest
that the majority of those who took part in the study had substantial experience in
teaching. When experienced teachers experience significant stress in their profession,
it is interesting to establish how new comers in the profession would experience job
related stress when faced with similar conditions. Some studies (Schannen-Moran &
Hoy, 2007) indicate that there is a relationship between age and experience of stress
in teaching. The more experienced one has in teaching, the larger the likelihood of
them experiencing more stress in teaching.
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Table 4.3: Academic qualifications
Academic qualification Frequency Percentage
Diploma 0 0
First Degree 87 63.0
Master’s Degree 51 37.0
PhD 0 0
Total 138 100.0
Table 4.3 presents distribution of academic qualification of teachers. As reflected in
Table 4.3, the greatest proportion of respondents (63.0%) held qualifications at first
degree, while 37.0% had qualifications at master’s degree, respectively. The
respondents are highly qualified and could be expected to understand the relationship
between work-related stress and the quality of teaching and learning. In addition to
the years of experience inferred from the age distribution of respondents, the majority
of respondents in the study are well qualified and could thus be expected to have
potential to offer high quality lessons to learners. This shows that the quality of
teaching in the classroom is the most important school related factor in ensuring
students’ achievement. The stress experienced by teachers in Senior High schools
may negatively impact on the quality of teaching and thus have adverse effects on
teacher performance.
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Table 4.4: Teaching experience
Teaching experience Frequency Percentage
0-5 years 13 9.4
6 -10 years 27 19.6
11-15 years 26 18.8
16-20 years 18 13.0
21 years or more 54 39.1
Total 138 100.0
Table 4.4 shows that 39.1% of respondents had more than 20 years teaching
experience in Apam Senior High School, while those with 16-20 years and 11-15
years teaching experience had 13.0% and 18.8% of respondents respectively. This
implies that more than half (53.1%) of the respondents had more than 10 years
teaching experience in Apam senior high school. The majority of the respondents
had considerable experience as educators. Only 9.4% of respondents had a teaching
experience of 5 years or less. This shows that a significant number of respondents
had substantial experience as educators and could be expected to have experienced
or identified most of the challenges and stressors faced by teachers in senior high
school.
The level of stress experienced by the respondents in this study should be viewed in
the light that the majority of the respondents had an extensive experience of teaching
in Senior High schools. It is notable that teachers with such an experience of
teaching in Senior High schools still experience stress whereas they could have
developed strategies of coping in such challenging environments. The majority of
respondents had most likely been exposed to the ups and downs of the teaching
39
profession. When teachers with vast experiences in the profession experience high
levels of work-related stress, the stressors stress should be taken seriously, because
they could be expected to have developed strategies to deal with such stressors
through experience. Moreover, if high levels of work-related stress can be
experienced by experienced teachers, the same levels of stress can spell disaster for
the novice teachers. Danetta (2002) states that teachers with limited commitment
also have a limited number of plans to improve the academic quality of their
instruction. When teachers are stressed, their commitment towards their learners, in
their delivery of tuition, may be negatively affected.
4.2 Sources of Stress / Level of Teacher Stress
This section provides the results according to the responses from participants giving
an indication of the level of stress and the extent to which it affects teacher
performance. The assumption is that high levels of stress experienced by teachers
have higher negative effects on their performance. These results are presented and
discussed with the help of tables, showing the frequencies, corresponding
percentages and level of significance of issues related to teacher stress and teachers’
performance. Results from questionnaires are discussed, giving some remarks
related to some issues being discussed.
40
Table 4.5: Inadequate learners’ discipline in the school
Level of Stress Frequency Percentage
Extreme stress 22 16.0
Much stress 27 19.6
Moderate stress 33 23.9
Mild stress 38 27.5
No stress 18 13.0
Total 138 100.0
Table 4.6 shows that 22(16.0%) of the teachers indicated that inadequate discipline in
the school is a source of extreme stress for teachers which they think has effect on
teacher performance, 27 (19.6%) of them indicated that it was much stress for them.
33 (23.9%) pointed that it was moderate stress for them. 38 (27.5%) of them indicated
that it was mid stress for them while only 18 (13.0%) pointed that it is not a source of
stress for teachers. The level of stress teachers experience affects their teaching skills
and performance. Results suggest that learners are taught by more teachers in Apam
Senior High School who regard inadequate discipline as a source of stress, which has
effect on teacher performance. Undisciplined learners are a source of stress for
teachers, which affects teacher performance in rendering tuition, and thus have a
negative effect on teacher performance. Disciplined learners may carry out tasks such
as writing of tests, assignments and homework given to them by their teachers.
41
Table 4.6: Lack of facilities
Much stress 22 15.9
Mild stress 23 16.7
No stress 38 27.5
Total 138 100.0
The data in Table 4.7 sheds some light on how much lack of facilities contributed
towards the building up of stress for the respondents. Thirty (21.7%) of the
respondents experienced extreme stress as a result of lack of facilities, with 22
(15.9%) experiencing much stress, 25 (18.1%) moderate stress and 23 (16.7%) mild
stress, and 38 (27.5%) of respondents reported no stress associated with lack of
facilities. It is essential for facilities to be there in schools, as they are necessary for
effective teaching and learning because lack of facilities affect teacher’s performance.
The importance of having essential facilities in any field of service cannot be
overemphasized. Teachers do get appropriate training and are ready to offer effective
training to their leaners, only to face the drawback of lack of resources, regarded as
one of the contributory factors of teacher stress (Kokkinos, 2007). There are
challenges barring schools from reaching their full academic potential that affect
mental health promotion and wellbeing of teachers (Kutame, Maluleke, Netshandama,
& Ramakuela, 2014).
Table 4.7: The government’s education policies

42
Much stress 26 18.8
Mild stress 23 16.7
No stress 22 15.9
Total 138 100.0
Table 4.7 presents results showing respondents experience on stress as a result of the
government’s education policies. Thirty-nine (28.3%) of the respondents experiencing
extreme stress, 26 (18.8%) much stress, 28 (20.3) moderate stress, and 23 (16.7%)
mild stress. Only 22 (15.9%) reported no stress associated with the government’s
education policies. Many government policies are often issued when there is a change
in the curriculum and this suggests that teachers are most of the times stressed by
these policies. Stress negatively affects teachers’ skills and abilities, and this may
have detrimental effects on their performance as they don’t teach effectively when
stressed.
43
Table 4.8: No essential services nearby, e.g. banks
Much stress 21 15.2
Mild stress 20 14.5
No stress 35 25.3
Total 138 100.0
Table 4.8 above indicates that 31 (22.5%) of respondents’ experience stress as a result
of non-availability of essential services like banks near the school which they think
has an effect on their performance. Twenty-one (15.2%) of them experienced much
stress, another 31 (22.5%) experienced moderate stress while 20 respondents (14.5%)
experienced mild stress. Only 35 respondents (25.3%) reported no stress associated
with no essential services nearby like banks. Essential services form part of the
intrinsic motivational factors which are said to be external incentives that motivate
one’s behaviour (Santrock, 2003).
Without giving it much thought, one may be tempted to think that the issue of having
essential services like banks nearby is totally irrelevant to the teachers’ work. Such an
analysis would obviously be inaccurate because a teacher’s undivided attention would
be necessary in class to make an impact on the learners. Teachers in schools should
thus be relieved of the need to solve the issue of when they would be able to get to
town, to visit the bank or the supermarket, bearing in mind that the solving may take
place during a lesson, thereby interfering with the teacher’s effectiveness. If the
44
department of education can actively get involved in addressing this shortfall faced by
teachers’ in Senior High schools, a motivated and less stressed batch of teachers
would emanate. This would positively boost the tuition process.
Table 4.9: Difficulty in covering the syllabus in the time available

Much stress 14 10.1
Mild stress 36 26.1
No stress 43 31.1
Total 138 100.0
Table 4.9 presents respondents experience on stress as a result of difficulty in
covering the syllabus in the time available. The table shows that 18 (13.1%) of them
experienced extreme stress with 14 (10.1%) experiencing much stress. Twenty-seven
(19.6%) them experienced moderate stress and 36 (26.1) of them experiencing mild
stress. Forty-three (31.1%) reported no stress associated with difficulty in covering
the syllabus in the time available. The extent of stress experienced as a result of
difficulty in covering the syllabus in the time available is lower than one could have
expected from Apam Senior High school. One is made to believe that the teachers in
the school have over the years developed strategies of how to get around this hurdle.
45
Table 4.10: Lack of support from the principal
Much stress 19 13.8
Mild stress 38 27.5
No stress 27 19.5
Total 138 100.0
Table 4.10 represents the level of stress respondents experienced as a result of lack
of support from the principal, with 23 (16.7%) experiencing extreme stress, 19
(13.8%) much stress, and 31 (22.5%) moderate stress. To add, thirty-eight (27.5%)
of respondents experienced mild stress as a result of lack of support from the
principal. Twenty-seven (19.5) indicated no stress associated with lack of support
from the principal. The principal will always expect teachers to perform well and
yield positive results from the learners, while teachers will always expect the
principal to support them in order to do their job with ease. Teachers’ stress in the
workplace is associated with factors such as lack of support required (Kokkinos,
2007). Teachers’ occupational stress and, ultimately, burnout are associated with
lack of support (Pithers, 1995; Burke, Greenglass & Schwarzer 1996; Chan, 1998).
It is natural for somebody who is frustrated or stressed to find something or someone
to blame for the frustration. The principal is one such person who is likely to be
blamed by teachers who, in most cases, overlook the government’s educational
policies and Bureaucratic System of administration. There is always a reciprocal
expectation between teachers and the principal. The principal will always expect
46
teachers to perform well and yield positive results from the learners, while teachers
will always expect the principal to go an extra mile in giving them support, in order
for them to be able to do their job with ease. The principal, as the overseer in the
school, however, show forth transformational leadership skills, getting the different
stakeholders in the school to move in the same direction (Singh & Lokotsch, 2005).
An effort to empower principals should be made a priority and focus on separate
programmes for principals of Senior High schools. The principal should give an
impression of ‘we are in this sinking ship together, and should help each other to
survive’, rather than ‘you are making this ship to sink’ when addressing the teachers.
Taylor (2003) describes three types of benefits that social support provides to a
stressed person, which are: tangible assistance, information and emotional support.
Tangible assistance refers to actual goods and services that can be provided by
family, friends, colleagues or any interested party.
Table 4.11: Principal’s reluctance to make tough decisions
Much stress 7 5.1
Mild stress 38 27.5
No stress 46 33.3
Total 138 100.0
Table 4.11 presents the level of stress respondents experienced as a result of the
principal’s reluctance to make tough decisions which they think has effect on their
47
performance. Nineteen (13.8%) of respondents experienced extreme stress, seven
(5.1%), much stress, twenty-eight (20.3%) moderate stress and thirty-eight (27.5%)
mild stress. Forty-six (33.3%) respondents indicate that they do not experience stress
as a result of the principal’s reluctance to make tough decisions. It is always said that
tough situations require tough decisions. The tough situations that teachers in Senior
High schools ‘face can best be solved through tough decisions and actions that
teachers always expect the principal to take. The question usually asked is: “Have
these principals been given the liberty to make such tough decisions?” The answer to
this question, unfortunately is that in most instances, the school principals do not have
the necessary powers to make some tough decisions, and somebody in a higher office
(the supervisor) has to make such decisions. Supervisors have a crucial role of
coaching, staff development and modelling, designed to influence principals’ thinking
and practice. When supervisors, especially those attached to senior high schools, fail
to give the necessary support to the principals, the decisions that they should take end
up not being taken as principals are not authorised. Most teachers interpret this as the
principal’s incompetence or lack of support, and this gives them a lot of stress.
48
Table 4.12: Lack of opportunity to participate in school decision making
Much stress 13 9.4
Mild stress 32 23.2
No stress 43 31.2
Total 138 100.0
Table 4.12 shows the level of stress experienced by teachers as a result of lack of
opportunity to participate in school decision making. Teachers’ stress in the
workplace is associated with several contributory factors such as time pressure,
discipline problems, lack of resources, lack of professional recognition, lack of
support and the diversity of tasks required (Kokkinos, 2007). Sixteen (11.6%) of the
respondents experienced extreme stress, 13 (9.4%) much stress, 34 (24.6%) moderate
stress and 32 (23.2%) with mild stress. Forty-three (31.2%) of the teachers reported
no stress. Respondents show that not being given the platform to participate in
decision making processes is a source of stress for them which may affect their
performance.
49
Table 4.13: Having to teach a subject which they are not trained for
Much stress 13 9.4
Mild stress 35 25.4
No stress 40 29
Total 138 100.0
Table 4.13 shows the level of stress experienced by teachers as a result of having to
teach a subject which they were not trained. Twenty (14.5%) of respondents
experienced extreme stress, thirteen (9.4%) much stress, thirty (21.7%) moderate
stress and thirty-five (25.4%) with mild stress. Another forty (29%) teachers
indicated no stress as a result of having to teach a subject for which they were not
trained. As Shulman (1987) puts it, someone who takes the responsibility of a
teacher must first demonstrate knowledge of the subject matter, before any effective
teaching can take place. Malik, N., H., (2003) posits that teachers ought to be
competent in the subjects they teach in order to make an impact in the teaching-
learning process. Once the teacher realizes they are not competent, they experience
stress which impacts on learner performance. According to Mosely (2000), teachers
actually need more than just subject content to make an impact: they also need the
ability to understand such content from the learners’ perspective, to determine
relevant strategies to enhance the quality of teaching and learning. That contributes
to promotion of teachers’ well-being which affects teacher’s performance positively.
50
4.3 Teachers performance level
Table 4.14: Due to stress I am sometimes unable to come to school
Level Frequencies Percentage
Strongly Agree 72 52.2
Agree 50 36.2
Disagree 9 6.5
Strongly Disagree 7 5.1
Total 138 100.0
Table 4.14 presents respondents performance level of stress. The table shows that
seventy-two (52.2%) of respondents strongly agree that due to stress I am sometimes
unable to come to school, with fifty (36.2%) agree, nine (6.5%) disagree and seven
(5.1%) reported strongly disagree.
There is significance proportion of respondents that reported stress due to tiredness or
fatigue as a result of lesson delivery, filling and recording pupil’s document, marking
exercises, and attending to family problems.
51
Table 4.15: Class management has become very difficult due to high enrolment
Agree 30 21.7
Disagree 5 3.6
Total 138 100.0
Table 4.15 shows the results of performance level of respondents. One hundred
(72.5%) of respondents indicated strongly agree that class management has become
very difficult due to high enrolment. Another thirty (21.7) of respondents reported
agree, with five (3.6%) disagree whereas three (2.2%) strongly disagree. It is not
surprising that majority of the respondents indicated that class management has
become very difficult due to high enrolment. This is because high student numbers
lead to classroom congestion. In the quantitative data, it was evident that teachers feel
very tired and exhausted every day after school as a result of extra energy spent on
making sure students comply with classroom rules, teachers were unable to handle,
supervise and attend to students as individuals as a result of large class size. This
agrees with the claim that overcrowding has a number of detrimental behavioural
effects on teachers. For example, a study by Mwirigi and Muthaa (2015) indicated
that teachers and head teachers agreed with the feelings that lack of classroom
management due to increase in students’ enrolment affected students learning
performance as there were noise making and poor class discipline. Also, teachers
were unable to label all the exercises given to the students as a result of large
classrooms.
52
Table 4.16: I am finding it difficult to complete the syllabus
Agree 20 14.5
Disagree 44 31.9
Total 138 100.0
Source: Field data, 2021
Table 4.16 presents the performance level of respondents. Table 4.16 revealed that
eleven (8.0%) of participants responded strongly agree, with twenty (14.5%)
indicating agree. Forty-four (31.9%) of respondents disagree while sixty-three
(45.6%) strongly disagree respectively. This implies that teachers do not find it
difficult to complete the syllables because of frequent workshops organized by school
management. Participants were also regular and punctual at school and perform their
duties as expected of them.
Table 4.17: Number of exercises given has reduced due to high enrolment
Agree 47 34.0
Disagree 17 12.3
Total 138 100.0
Source: Field data, 2021

Table 4.17 shows results of respondent’s performance level of stress. The table
indicates that 59 (42.8%) of respondents strongly agree that number of exercises
53
given has reduced due to high enrolment. Another 47 (34.0%) of respondents
indicating agree, with 17 (12.3%) disagree while fifteen (10.9%) reported strongly
disagree. This is reasonable since some of the teachers cannot give a lot of exercises,
and homework, due to high enrolment. Again, the teacher has to guide below average
learners, and attend to individual unique weaknesses which takes a lot of time
therefore number of exercises given has reduced.
Table 4.18: Completing reports card on time is a challenge to me

Agree 45 32.6
Disagree 21 15.2
Total 138 100.0
Table 4.18 presents results of respondent’s performance level of stress. The table
shows that sixty-one (44.2%) of respondents indicated strongly agree while forty-five
(32.6%) indicating agree. Twenty-one (15.2%) of the teachers reported disagree with
eleven (8.0%) strongly disagree. The revealed that completing reports card on time is
a challenge to teachers due to high enrolment.
54
Table 4.19: I am not actively involved in dealing with student indiscipline
Agree 39 28.3
Disagree 25 18.1
Total 138 100.0
55
Table 4.19 presents the performance level of respondents. The table shows that forty-
seven (34.0%) of respondents indicated strongly agree and thirty-nine (28.3%)
respondents reported agree. Another twenty-five (18.1%) indicated disagree whereas
twenty-seven (19.6%) indicating strongly disagree. The table revealed that teachers do
not actively involved in dealing with student indiscipline due to government
education policies, fear of human rights and high amount of workload due to high
enrolment.
Table 4.20: I find it difficult to participate in extra co-curricular activities due to
heavy workload.
Agree 35 25.3
Disagree 31 22.5
Total 138 100.0
56
Table 4.20 shows the performance level of respondents. The table reveal that forty-
three (31.2%) of respondents indicated strongly agree, with thirty-five (25.3%)
indicating agree. Another thirty-one (22.5%) of respondents reported disagree and
twenty-nine indicating strongly disagree. The table shows that teachers find it difficult
to participate in extra co-curricular activities due to heavy workload and high
enrolment.
4.3.1: Coping strategies of teachers in Apam SHS in relation to stress
Table 4.21: Coping with stress by meditating
Always 54 39.1
Sometimes 27 19.6
Never 57 41.3
Total 138 100.0
Table 4.21 shows that fifty-four (39.1%) respondents indicated that they meditated
always in order to cope with stress while twenty-seven (19.6%) indicated that they
sometimes meditated to cope with stress, whereas fifty-seven 41.3% indicated that
they never meditated in order to cope with stress. This is reasonable since some of the
respondents also meditated as a way of coping with stress. Most of the respondents
who use meditation would also find themselves reducing negative emotions.
57
Table 4.22: Coping with stress by doing exercise
Level of stress Frequencies Percentage
Always 33 23.9
Sometimes 77 55.8
Never 28 20.3
Total 138 100.0
Table 4.22 shows participants’ level of stress they experience as a result of coping
with stress by doing exercise, which has effect on teacher performance.
Findings revealed that only thirty-three (23.9%) of respondents used exercise always
cope with stress. A further seventy-seven (55.8%) used it sometimes, whereas twenty-
eighty (20.3) never use it to cope with stress. Regular exercise and not smoking are
among the essential ingredients of a healthier lifestyle (Santrock, 2003). Management
of the organization should provide fitness facilities for the employees. This is because
exercise is regarded as one of the best ways to reduce stress and improve emotional
well-being. This comes about as there has been observed release of stress by the body
through physical exertion. Such fitness facilities can assist teachers in reducing their
stress levels in the workplace.
58
Table 4.23: Coping with stress by seeking counselling
Level of stress Frequency Percentage
Always 43 31.2
Sometimes 59 42.8
Never 36 26.0
Total 138 100.0
Table 4.23 shows participants’ level of stress they experience as a result of coping
with stress by seeking counselling which has effect on teacher performance. As
reflected in this table, forty-three (31%) of respondents indicated that they sought
counselling always in order to cope with stress. Another fifty-nine (42.8%) of the
respondents sought counselling sometimes, whereas thirty-six (26.0%) never sought
counselling. Some causes of violence in schools are mentioned by Maree (2000) as:
gang activities, the lack of transformation, learners carrying guns and smoking dagga,
lack of counselling services, the intolerance of school management towards some
groups, and parental apathy, and all have negative connotations on the teacher’s
mental wellbeing and would in all probabilities instil stress in the affected teacher.
Lack of counselling services, intolerance of school management towards some groups
and parental apathy all have negative connotations on the teacher’s mental well-being.
These would reasonably instil stress in the affected teacher.
59
Table 4.24: Coping with stress by getting enough rest
Level of stress Frequency Percentage
Always 59 42.8
Sometimes 33 23.9
Never 46 33.3
Total 138 100.0
Table 4.24 shows respondents’ level of stress they experience as a result of coping
with stress and getting enough rest which has effect on teacher performance. The table
shows that fifty-nine (42.8%) of respondents ensured they always have enough rest as
a way of coping with stress, thirty-three (23.9%) indicated that they sometimes have
enough rest as a way of coping with stress while forty-six (33.3) of respondents never
use this strategy. This means, it is fair to say that coping with stress by getting enough
rest were effective.
Table 4.25: Coping with stress by avoiding competition

Level of stress Frequencies Frequency percentage
Always 48 34.8
Sometimes 63 45.7
Never 27 19.6
Total 138 100.0
60
Table 4.25 presents respondents level of stress they experience as a result of coping
with stress by avoiding competition which has effect on teacher’s performance. The
table shows that forty-eight (34.8%) of respondents used this strategy always in
coping with stress by avoiding competition. A significant sixty-three (45.7%) used
this strategy sometimes, whereas twenty-seven (19.6%) never used it as a coping
strategy. Competition at whatever level is stressful. A stressed teacher who avoids
competition with fellow colleagues, but concentrates on the delivery of tuition,
should surely cope better in the stressful work environment. Danetta (2002) stated
that teachers with limited commitment also have a limited number of plans to
improve the academic quality of their instruction. Teachers are especially highly
driven people, so it can be disconcerting when a colleague accomplishes a goal that
you have not achieved yet. If you stay at school until all hours in an attempt to outdo
your coworkers, a competitive work environment is definitely the culprit. Too much
competition can make teachers defensive and unhappy, and it can take a physical
and mental toll.
4.4 Conclusion
There were many sources of stress in Apam Senior High School which affected
teachers in different ways. They raised stress level of teachers to an extent that it
affected their teaching skills, teaching ability and teaching methods. The way teachers
were affected by high stress level, it also affected their teaching performance.
61
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Overview
The aim of this study was to ascertain the effect of stress on teacher performance in
Apam Senior High school of Gomoa West District. Teachers from Apam Senior High
school formed the sample. A literature review provided the theoretical foundation of
the study. A questionnaire schedule were used in collecting quantitative data
respectively. Data analysis was done, and results presented in Chapter 4. Chapter five
gives the summary of findings, conclusions and recommendations pertaining to the
study.
5.2 Summary of Results
This section presents a summary of results in the study on the effect of the level of
stress teacher’s experience which has effect on teacher performance in Apam Senior
High school of Gomoa West District.
5.2.1 The summary of the demographic factors in this study which were
considered are presented.
Following is the summary of the demographic results for this study.
5.2.2 Gender, age, academic qualifications, and teaching experience
The majority of the respondents were over the age of 40, the majority of whom were
males. Most of the respondents had high qualifications to teach in Senior High
School and had extensive experience as educators. High academic qualifications and
62
experience can be expected to give any stressed teacher some confidence during
stressful situations. A teacher who is a novice in the profession, and who is not well
qualified, may find it hard to cope with the stressors experienced by teachers in
senior high school environment as indicated in the study. The majority of teachers in
the study had more than ten years-experience of teaching in senior high school.
5.2.3 Summary of results according to research questions
This sub-section presents the summary of results showing how each research
question was answered.
5.2.3.1 What are the sources of teacher stress in Apam Senior High School?
In relation to research question one the following were some of the major findings:
1. Teachers found inadequate discipline in the school as a source of high levels
of stress which they think has an effect on their performance.
2. Respondents reported high levels of stress due to government’s education
policies.
3. Respondents reported an experience of stress linked to the difficulty in
covering the syllabus in the time available.
4. Respondents experienced high levels of stress associated to lack of support
from the principal.
5.2.3.2 Research question 2: To what extent does stress affect teacher
performance in Apam Senior High School?
The following were some of the major findings:
1. Respondents reported that they sometimes unable to attend to school as a
result of high level of stress.
63
2. Participants indicated that class management has become very difficult due to
high enrolment. This is because high student numbers lead to classroom
congestion.
3. Respondents were not giving a lot of exercises, and homework, due to heavy
workload and high enrolment.
4. The findings revealed that completing reports card on time were challenge to
teachers due to high enrolment.
5.2.3.3 Research question 3: What are the coping strategies of teachers in
Apam Senior High School in relation to stress?
In relation to research question three the following were some of the major findings:
1. Respondents indicated that they opted for meditation as a way of coping
with stress.
2. Findings revealed that seeking counselling was not a usual strategy of
coping with stress by most of the respondents. Some people, when
stressed, prefer to be alone and do not even want to discuss their stressors
with other people.
3. Findings revealed that regular exercise was not a preferred option by most
of the respondents in their endeavour to cope with stress.
4. Respondents indicated that they chose to get enough rest as a way of
coping with stress.
5.3 Limitation of the Study
Ideally, larger sample involving more than one school would have been better but
for time and resources, the researcher had to restrict the study to Apam SHS.
64
There was difficulty in getting access to the school which delayed the data
collection.
5.4 Conclusion
From the findings of the study, it can be concluded that inadequate management of
work-related stress has effect on teacher’s performance. The study revealed that
stress factors such heavy work load, lack of resources, inadequate learners’
discipline in the school, work demands, lack of opportunity to participate in school
decision making and school management practices have negative effects on
teacher’s performance. The study further revealed coping strategies of teachers in
relation to stress. Some of the coping strategies used by teachers to deal with stress
are meditation, doing exercise, seeking counselling, getting enough rest, and
avoiding competition.
5.4 Recommendations
Based on the findings, it is recommended that, periodic workshops on sources of
stress are organized for senior high school teachers. Because the problem of stress is
affecting many teachers, it is recommended that Ghana Education Service (GES)
employs the services of counselling psychologists to treat stressed teachers.
It is also recommended that school authorities provide valid and reliable procedures to
monitor the effect of stress of teachers’ performance.
It is highly recommended that, relevant coping programmes should be built into the
teachers’ daily schedules to assist teachers at senior high schools in coping with stress
on a daily basis.
65
Finally, Ghana Education Service (GES) should ensure that stress management
courses are incorporated in teacher training for awareness and effective stress control.
5.5 Suggestions for future research
The study was carried out in only one school in the Gomoa West District of Central
Region of Ghana. The researcher suggests that the study should be replicated in other
Districts within Central Region so that policy makers and other stakeholders of
education will become familiar with challenges of stress on teacher performance in
senior high schools in the region. This will help in the formulation of good policies
and programmes as well as develop a pragmatic approach to solving these challenges.
66
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APPENDIX
QUESTIONNAIRE FOR TEACHERS
SECTION A: PERSONAL DATA / BIO DATA
Instructions: Please carefully answer each of the following questions by ticking (√ )
the appropriate box next to your choice.
SECTION A: Demographic information of respondent
Gender
1 Female
2 Male
Age
1 25-30 years
2 31-35 years
3 36-40 years
4 41-45 years
5 46 years and older
Your highest academic qualification
1 Diploma
2 First degree
3 Master’s Degree
4 PhD
75
Teaching experience
1 0-5 years
2 6-10 years
3 11-15 years
4 16-20 years
5 21 years and more
The following questions require you to indicate whether the level of teacher stress you
experience caused by each of the following issues. Please, answer all questions by
ticking (√) in the appropriate space provided.
KEY FOR RATING
No stress 1 points
Mild stress 2 points
Moderate stress 3 points
Much stress 4 points
Extreme stress 5 points
76
Strongly Disagree
Moderate stress
Extreme stress
Much stress
Mild stress
No stress
Disagree
Agree
Tick (√ ) appropriate in the column provided against the option of your choice.
Strongly Agree
SN Sources of stress / Level of teacher stress
1 Inadequate discipline in the school
2 Lack of facilities
3 The government’s education policies
4 No essential services nearby e. g. Shops and banks
5 Difficulty in covering the syllabus in the time available
6 Lack of support from the principal

7 Principal’s reluctance to make tough decisions
8 Lack of opportunity to participate in school decision
making
9 Having to teach a subject for which you are not trained
KEY FOR RATING (LIKERT TYPE SCALING)
Strongly Disagree (SD) 1 points
Disagree (D) 2 points
Agree (A) 3 points
Strongly Agree (SA) 4 points
SN Teacher performance level
77
1 Due to stress I am sometimes unable to come to school.
2 Class management has become very difficult due to high enrolment.
3 I am finding it difficult to complete the syllabus.
4 Number of exercises given has reduced due to high enrolment.
5 Completing reports card on time is a challenge to me.
6 I am not actively involved in dealing with student indiscipline.
7 I find it difficult to participate in extra co-curricular activities due to heavy
workload.
What are the coping strategies of teachers in Apam SHS in relation to stress?
KEY FOR RATING
Never 1 points
Sometimes 2 points
Always 3 points
78
Sometimes
Always
Never
SN Coping strategies
1 Taking medication
2 Doing exercises
3 Seeking counselling
4 Eating a balanced diet
5 Getting enough rest
6 Avoiding competition
7 Avoiding excessive alcohol, tobacco, and substance use.
8 Participating in a social group or religious organization
9 Pursuing a hobby or other personal interest activity
79

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UNIVERSITY OF EDUCATION, WINNEBA

COLLEGE FOR DISTANCE AND e-LEARNING

EFFECT OF STRESS ON TEACHER PERFORMANCE IN APAM SENIOR

EFFECT OF STRESS ON TEACHER PERFORMANCE IN APAM SENIOR

A dissertation in the College for Distance and e-Learning, Faculty of

I, SAMUEL KWAKYE, declare that this dissertation, with the exception of

been submitted, either in part or whole, for another degree elsewhere.

supervised in accordance, with the guidelines on the supervision of dissertation as laid

down by the University of Education, Winneba.

SUPERVISOR’S NAME: MR. MARK QUANSAH

To my family, children and my loving wife, Abiba Yakubu.

golden opportunity to do this wonderful thesis.

lot in finalizing this thesis within the limited time frame.

CHAPTER ONE: INTRODUCTION 1

1.1 Background to the Study 1

1.2 Statement of the Problem 3

1.3 Purpose of the Study 5

1.4 Objectives of the Study 5

1.5 Research Questions 6

1.6 Significance of the Study 6

1.8 Definition of Terms 7

1.9 Organization of the Study 8

CHAPTER TWO: LITERATURE REVIEW 9

2.1 Theoretical Framework 9

2.1.2 The Person-Environment Fit Approach 10

2.2 Conceptualizing Stress 10

2.3 Causes of stress among teachers and its impact 12

2.5 Effect of Stress on Teachers 18

2.6 Coping Strategies used by Teachers 20

2.6.2 Doing exercises 20

2.6.3 Seeking counselling 21

2.6.4 Eating a healthy diet 22

2.6.5 Getting enough rest 22

2.6.6 Avoiding excessive alcohol, tobacco, and substance use 22

2.6.7 Participating in a social group or religious organization 23

2.6.9 Pursuing a hobby or other personal interest activity 25

CHAPTER THREE: METHODOLOGY 27

3.1 Research Approach 27

3.2 Research Design 28

3.4 Census Sampling Technique 29

3.5 Instrument for Data Collection 30

3.5.1 Validity and Reliability 31

3.5.3 Data Collection Procedure 32

3.6 Data Analysis Procedure 33

3.7 Ethical Considerations 33

4.1 Demographic Information 35

4.2 Sources of Stress / Level of Teacher Stress 40

4.3 Teachers performance level 51

4.3.1: Coping strategies of teachers in Apam SHS in relation to stress 56

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

5.2 Summary of Results 61

5.2.2 Gender, age, academic qualifications, and teaching experience 61

5.2.3 Summary of results according to research questions 62

5.3 Limitation of the Study 63

5.5 Suggestions for future research 65

APPENDIX: QUESTIONNAIRE FOR TEACHERS 74

4.1: Gender distribution of respondents 36

4.2: The age of respondents 37

4.3: Academic qualifications 38

4.4: Teaching experience 39

4.5: Inadequate learners’ discipline in the school 41

4.6: Lack of facilities 42