Analytical investigation of career variables as correlate work stress of electrical/electronic trade teachers in technical colleges

Abstract

This study focused on the investigation of career variables as correlate work stress of electrical/electronic trade teachers of technical colleges in south west Nigeria. The study had nine specific objectives and six hypotheses tested at 0.05 level of significance to guide the study. A total of 185 electrical/electronic trade teachers of technical colleges made up of the population for the study. The study adopted correlation research design and the structured questionnaire was used to collect data from the respondent. However, the study found that the electrical/electronic trade teachers experienced high job stress, experienced low satisfaction in their teaching profession and exhibited high job performances. The study found positive correlation between work stress and job satisfaction, between work stress and job performances and between job satisfaction and job performances. It was obtained from the result that age, gender and experience did not statistically influence work stress, job satisfaction and job performances. Meanwhile, the type of teacher significantly influences work stress and job satisfaction. It is recommended that more qualified teachers should be employed for the teachers to be more relieved of their duties which can lead to work stress. Teachers of technical colleges should be motivated and satisfied to ensure more productivity and ensure that effect of work stress is reduced.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

“…Training to prevent teacher burnout plays a protective role and improves the psychosocial environment and health of teachers’ work life [ 36 , 37 , 38 , 39 , 40 ]. It also increases teachers’ engagement, resilience, perception of their teaching value, self-efficacy, and ability to thrive within their [ 41 , 42 , 43 , 44 , 45 , 46 ]. Thus, a positive relationship exists between teachers’ well-being and their efficacy in teaching [ 47 , 48 , 49 ].…”

Predictive Influence of Career Growth on Work Stress of Electrical/Electronic Trade Teachers

“…To facilitate these responsibilities, electrical/electronic trade teachers are expected to complete a minimum program of professional teacher education, meet other requirement of teaching certification (Olusegun, 2009), possess scientific and practical knowledge of electrical/electronic technology to be inculcated in students and responsible to impact knowledge, structure classroom and laboratory activities, and convey goal-related messages or knowledge (Lisa et al, 2018;Nnadozie, 2004;Uba-Mbibi, 2016). Hortsch (1999) and Ogbuanya and Yekinni (2020) submitted that teachers in vocational schools can be classified based on the type of knowledge they are imparting: teacher of theoretical lessons (classroom teachers) and teacher teaching occupation-related practical subject (instructors). Oluwale et al (2013) and Schneider et al (2009) explained that teachers of theoretical lessons (classroom teachers) are those who provide electrical/electronic trade students with necessary subject-specific theoretical/ scientific knowledge, precise information on vocational practice, and with in-depth and extended general education in the context of their future occupation.…”

“…Hypothesis 1: Career growth of electrical/electronic trade teachers has significant predictive influence on their work stress. Dayo et al (2015), Iwu et al (2018), and Ogbuanya and Yekinni (2020) expressed that despite the great responsibilities which teachers hold in molding the future of young Nigerians, the welfare package and salaries of the Nigerian teachers is among the worst in the country. Dessler (2008), in his study, reported that public employees attributed the dissatisfaction with their careers to low benefits and salaries.…”

“…Hortsch (1999) and Ogbuanya and Yekinni (2020) submitted that teachers in vocational schools can be classified based on the type of knowledge they are imparting: teacher of theoretical lessons (classroom teachers) and teacher teaching occupation-related practical subject (instructors). Oluwale et al (2013) and Schneider et al (2009) explained that teachers of theoretical lessons (classroom teachers) are those who provide electrical/electronic trade students with necessary subject-specific theoretical/scientific knowledge, precise information on vocational practice, and with in-depth and extended general education in the context of their future occupation.…”

“…Usman et al (2013) stated that the extent of financially distressed employees in a particular workplace depends primarily on their incomes. Also, literatures have also been somewhat reported that teachers globally and in Nigeria are suffering from acute work stress which is attributed to economic predicament, financial problem, non-implementation of agreed salary scales, poor salaries, bonuses and allowances, failure to pay arrears, and denial of fringe benefits (Al-khalefa, 1999; American Psychological Association, 2007; Boyle et al, 1995; Dankade et al, 2016; Fleura et al, 2015; Manabete et al, 2016; Mohajan, 2012; NIOSH, 2008; Ogbuanya & Yekinni, 2020). Thus, it is evident that very limited studies were conducted on relationship between work stress and remuneration especially among the electrical/electronic teachers in the technical school.…”