Demographic Variables, Work-Stimulated Stressors and Coping Strategies of Pre-school Educators: A Concept Paper

Okeke, C.I.O.; Shumba, Jenny; Rembe, Symphorosa; Sotuku, N.

doi:10.1080/09764224.2015.11885528

Cited by 6 publications

(3 citation statements)

References 39 publications

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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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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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“…Among researchers who have sought to define stress, Abebe and HaileMariam (2011) have posited that stress is due to either internal or external factors that increase the difficulty adapting, and they urge individuals experiencing it to intensify their efforts to maintain the equilibrium between themselves and their external environment. Jiang et al (2017) added that stress occurs when a teacher's expectations differ from reality, and other researchers have agreed that stress results from an incongruence between a person's coping strategies and the demands of their situation (Okeke et al, 2014;Okeke et al, 2015). Among teachers, stress has more specifically been described as negative emotions experienced due to aspects of the profession (Kyriacou, 2010) and what teachers feel due to their failure to effectively cope with challenges in the workplace.…”

Section: Stress Among Teachersmentioning

confidence: 99%

Mental Health and Wellbeing of Secondary School Teachers in Malaysia

Pau

Ahmad

Tang

et al. 2022

IJLTER

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The teaching profession has been consistently ranked as the most stressful job in the world today. Teachers who experience prolonged exposure to high levels of work-related stress can find there to be a detrimental effect on their physical health, mental health, social life, and work performance. This study aims to characterise the mental health and wellbeing of secondary school teachers in Malaysia according to gender and age group. We examined burnout levels among 776 secondary school teachers who were measured across three dimensions (i.e., depersonalisation, emotional exhaustion, and personal accomplishment), as well as their sources of stress, manifestations of stress, and psychological symptoms. The quantitative data analysis revealed that most of the teachers had experienced burnout in terms of their personal accomplishments, work-related stressors, and time management, and that it mostly manifested as fatigue. Overall, the sample of secondary school teachers in Malaysia indicates a risk of poor mental health. Further psychological interventions and self-care programs are suggested to help secondary school teachers cope with the early signs of burnout.

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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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Demographic Variables, Work-Stimulated Stressors and Coping Strategies of Pre-school Educators: A Concept Paper

Cited by 6 publications

References 39 publications

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

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

Mental Health and Wellbeing of Secondary School Teachers in Malaysia

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

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