Correlating Demographic Variables with Occupational Stress and Coping Strategies of Pre-School Educators:

Okeke, C.I.O.; Adu, Emmanuel O.; Drakeand, M.L.; Duku, Ntombozuko

doi:10.1080/09764224.2014.11885514

Cited by 11 publications

(9 citation statements)

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“…Studies have also indicated that there are problems in the classroom that teachers have to contend with daily, which can be sources of job dissatisfaction among the affected teachers. Lack of textbooks, learnersí discipline, class size, assessment, issues with HIV/AIDS, Whole-School Evaluation (WSE) and relationship with learners are the problems a teacher has to face within the classroom ( Van Houtte, 2006;Okeke, Adu, Drake, & Duku, 2014;Gu, 2016;Shumba, Maphosa, Rembe, Okeke, & Drake, 2016b). It should be noted that not all teachers are soundly equipped to deal with these problems.…”

Section: Causes Of Teacher Job Dissatisfactionmentioning

confidence: 99%

“…A lack of adequate resources for teaching could also lead to increased workload for educators. Low teacher satisfaction is expected to correlate with the outcomes of work stress, that is, psychological distress and low self-esteem (Ho & Au, 2006;Okeke et al, 2014;Gu, 2016;Shumba et al, 2016b). The after-effect of chronic stress is burnout (Cunningham, 1983).…”

Section: Views On Causes Of Dissatisfactionmentioning

confidence: 99%

“…The after-effect of chronic stress is burnout (Cunningham, 1983). Teachers under stress experience feelings of exhaustion, irritability, tension, and headache frequently (Dunham, 1984;Okeke et al, 2014;Adu & Okeke, 2016).…”

Section: Views On Causes Of Dissatisfactionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke

Mtyuda²

2017

Journal of Teacher Education for Sustainability

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Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a semi-structured interview approach to explore teachersí broader understanding on causes of job dissatisfaction among them. Data was interpreted through the narrative analysis model. Results indicate that a lack of resources, overcrowded classes and lack of discipline among learners were serious sources of dissatisfaction among teachers. Administrative issues, lack of recognition by principals and parents for good work done also caused dissatisfaction among teachers in this study. It was also indicative that job dissatisfaction caused disengagement of some teachers with a consequent lack of focus on professional activities and being negative in their job. The study concludes that teacher satisfaction is germane for the sustainability of social transformation.

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Section: Causes Of Teacher Job Dissatisfactionmentioning

confidence: 99%

Section: Views On Causes Of Dissatisfactionmentioning

confidence: 99%

See 1 more Smart Citation

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke

Mtyuda²

2017

Journal of Teacher Education for Sustainability

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“…Past studies defined stress as the difference and incongruence between demand in a situation and the coping strategies (Okeke, Adu, Drake & Duku, 2014;Okeke, Shumba, Rembe, & Sotuku, 2015). Therefore, resources to cope with stress are needed to balance the situation that causes symptoms of stress during a teaching practicum.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Emotional Intelligence, Self-Efficacy, Subjective Well-Being and Resilience on Student Teachers’ Perceived Practicum Stress: A Malaysian Case Study

Ngui¹,

Lay²

2020

EUROPEAN J ED RES

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Stress is inevitable in the world of teaching and practicum training and therefore, student teachers naturally incur a certain level of stress due to the demands for them to use various knowledge and skills in real school and classroom environment. Hence, practicum stress needs to be addressed accordingly. The central focus of this study is using a partial least square -structural equation modeling to explore the inter-relationships among the student teachers' personal resources to mitigate practicum stress. A sample of 200 student teachers selected by purposive sampling from teacher education institutions in Sabah, Malaysia was used in this study. This study collected data via survey methods using a questionnaire developed from several existing scales. Findings showed that emotional intelligence, self-efficacy, and subjective well-being were able to explain resilience with good predictive accuracy and relevance but poorly for practicum stress. These findings were suggestive of the need to include additional constructs to explain perceived practicum stress better in future exploratory research.

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“…Stressors are all over, though the individuals react to stress differently or it depends on how one person can handle better with internal stress than another person because responses to stress cannot be taken as universal (Xin et al, 2017). The previous perception about the stress is based on different and instability of mindset to deal with the demand in a situation and the related strategies (Okeke, Adu, Drake & Duku, 2014;Okeke, Shumba, Rembe, & Sotuku, 2015). Hence, the teachers should also require to manage their emotions because it will become beneficial for teachers to enhance their capabilities I www.irmbrjournal.com…”

Section: Relationship Between Personality Traits and Stress Managementmentioning

confidence: 99%

Influence of Personality Traits on the Stress Management among the Teaching Faculties in Public Sector Universities

Anwar¹,

Soomroo²,

Baloch³

2021

IRMBR

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This research paper is aimed to explore the influence of personality traits on stress management. As for the achievement of organizational goals, the management has to be assured that its’ employees are not stressed due to any reason for productive outcomes. Stress is unavoidable in any organization especially if it belongs to the teaching sector. However, students and teachers are normally found under stress because of the demanding environment that is generated in physical schools and classrooms. For this purpose, this study has examined to what extent personality traits including extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience influence stress management. This leads to the fact which personality traits of employers especially those that belong to educational institutes can manage their stress and how their personality affects them to take decisions at the time of stress. This research article proposed a descriptive methodology in which cross-sectional data are randomly collected from the different public higher educational universities of Sindh, Pakistan. For the data collection, the survey questionnaire is applied. After the process of data cleaning, 252 responses of teaching faculty as respondents were found accurate for further analysis. By applying the Statistical Package for Social Sciences version 26.0 the data was data analyzed. The results of Pearson’s correlation and multiple regression analysis showed that agreeableness, conscientiousness, and openness to experience have a positive and significant influence on stress management. On the other hand, extroversion and neuroticism have not found a significant influence on stress management. This research study may provide useful insights for policymakers and top management in public higher educational institutions like universities to identify the stress management strategies that are implemented by the management of education institutions to manage workplace stress among the teaching faculty. Keywords: Extraversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience and Stress Management.

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Correlating Demographic Variables with Occupational Stress and Coping Strategies of Pre-School Educators:

Cited by 11 publications

References 1 publication

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

The Effect of Emotional Intelligence, Self-Efficacy, Subjective Well-Being and Resilience on Student Teachers’ Perceived Practicum Stress: A Malaysian Case Study

Influence of Personality Traits on the Stress Management among the Teaching Faculties in Public Sector Universities

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