An Empirical Study of Stressors That Impinge on Teachers in Secondary Schools in Swaziland

Autor/inn/en	Okeke, C. I. O.; Dlamini, Ceasar C.
Titel	An Empirical Study of Stressors That Impinge on Teachers in Secondary Schools in Swaziland
Quelle	In: South African Journal of Education, 33 (2013) 1, Artikel 607 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Stress Variables; Correlation; Secondary School Teachers; Questionnaires; Job Satisfaction; Work Environment; Job Performance; Stress Management; Gender Differences; Age Differences; Marital Status; Teacher Qualifications; Likert Scales; Statistical Analysis; Swaziland + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Fragebogen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsmilieu; Work performance; Arbeitsleistung; Stressmanagement; Stressbewältigung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Familienstand; Lehrqualifikation; Likert-Skala; Statistische Analyse
Abstract	This study employed the descriptive-correlation research design to determine whether secondary school teachers experience work-related stress. Participants included 239 teachers selected from schools in the Hhohho region of Swaziland. A questionnaire was used as the instrument to determine the level of work-related stress experienced by these teachers. Findings showed that teachers were moderately stressed by their work. Contractual problems and the nature of their work were two aspects that were reported to be the main stressors for the sample, while the work environment and work relationships were only mildly stressful. There was a weak relationship between the level of work-related stress and the demographic variables of gender, marital status, and qualifications. Age had a moderate significant relationship with the level of work-related stress for the sample. The study recommends that stress management programmes for teachers are imperative to deal with the consequences of stress. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01