Influence of Psychosocial Factors on Job Performance of Female Teachers in Kwara State, Nigeria

Odebode, Aminat Adeola

doi:10.12973/iji.2018.11317a

Cited by 8 publications

(6 citation statements)

References 22 publications

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“…However, factors which have a negative effect on the psycho-social state of teachers such as bullying has a negative impact on job performance (Stephen et al, 2019). Similar findings from other studies indicated a negative influence between psychosocial factor on the job performance of female teachers (Odebode, 2018;Sio et al, 2018).…”

Section: Psycho-social Support and Teachers Job Performancesupporting

confidence: 58%

“…Psycho-social support can be offered using psychological and social factors to boost the reaction, receptions and working conditions of employees (Owan, 2018b). These include the way work is conducted (such as workload, deadlines, work techniques) and the circumstances which work occurs (including connections and interactions) with administrators, supervisors, clients or customers, work fellows and co-workers (Odebode, 2018). An investigation revealed that formal and informal monitoring acts as a determinant of psychosocial support (Amman et al, 2009).…”

Section: Psycho-social Support and Teachers Job Performancementioning

confidence: 99%

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School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Mbon¹,

Arop²,

Ekanem³

et al. 2021

TJSSR

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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

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Section: Psycho-social Support and Teachers Job Performancesupporting

confidence: 58%

Section: Psycho-social Support and Teachers Job Performancementioning

confidence: 99%

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Mbon¹,

Arop²,

Ekanem³

et al. 2021

TJSSR

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“…Furthermore, in the workplace, the pandemic has created stressful working conditions for teachers ( 33 ). Those results, along with the results of our study, highlight that psychosocial stress could lead to chronic absenteeism among teachers and affect the quality of education delivered at schools; the research also underscores an immediate need to implement evidence-based wellness strategies at the workplace and outside the workplace to address these concerns ( 33 , 34 ). Additionally, policy approaches are needed to address financial stress, such as increasing teacher salaries, establishing workplace policies to provide teachers with help in preventing or reducing stress and burnout, and providing strong professional development opportunities for all teachers across rich and poor school districts ( 35 ).…”

Section: Discussionsupporting

confidence: 53%

Food Insecurity and Health-Related Concerns Among Elementary Schoolteachers During the COVID-19 Pandemic

Parthasarathy

Zhang

et al. 2022

Prev. Chronic Dis.

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Introduction US school systems underwent major upheaval, including closures, implementation of virtual and/or hybrid learning, and stringent infection mitigation protocols, during the initial phase of the COVID-19 pandemic. We aimed to examine the association between food insecurity and perceived health, perceived stress, and social determinants of health concerns among elementary schoolteachers serving predominantly low-income children during the COVID-19 pandemic. Methods Brighter Bites, a nonprofit organization that weekly distributes fresh fruits and vegetables and nutrition education materials to more than 300 schools serving racial and ethnic minority populations with low income, conducts annual surveys of participating teachers to help determine subsequent efforts to support schools and families during the school year. We analyzed self-reported data collected electronically by the Brighter Bites teachers survey in 76 elementary schools during summer 2020. We used generalized linear mixed models to measure the association between food insecurity and health-related concerns. Results Of 862 teachers who responded to the survey, 685 answered the 2 questions about food insecurity status; of these, 199 (29.1%) reported experiencing food insecurity. Food insecurity was positively associated with poor perceived general health, greater perceived stress, concerns about various social determinants of health, and changes in fruit and vegetable consumption during the COVID-19 pandemic. Conclusion Our study demonstrated the high prevalence of food insecurity and highlights its associated factors among elementary schoolteachers during the COVID-19 pandemic. It calls attention to the high correlation of various concerns among elementary schoolteachers during the COVID-19 pandemic. Further intervention and policy efforts are needed to relieve food insecurity–related concerns and enhance well-being among teachers.

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“…According to recent studies, people placed in separation and quarantine endure significant discomfort in the form of anxiety, annoyance, confusion, and post-traumatic stress symptoms (Brooks et al 2020). Odebode (2018) and MacIntyre et al (2020) mentioned that tight deadlines, contacts with the environment, human ties, and gadget exposure are also sources of anxiety. On the other hand, the teaching tools, strategies, and tutorials being given in online classrooms owing to the COVID-19 pandemic are subfactors causing problems with change adaptation (Hickling et al, 2021), which also contributes to mental stress.…”

Section: Studies Pertaining To the Effects Of Anxiety Difficulty With...mentioning

confidence: 99%

Stress Factors Affecting the Motivation of Senior High School STEM Students at Mapua University in a Virtual Learning Set-Up During COVID-19 Pandemic

B. Rosales,

B. Besana,

M. Santos

et al. 2022

Proceedings of the International Conference on Industrial Engineering and Operations Management

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Due to the ongoing COVID-19, the education industry was needed to adapt to an online setup. As a result of this restriction, the students began to bear more responsibility and exert greater effort, which had a significant impact on their motivation to learn in an engaging manner. This study aimed to investigate the relationship between physical and mental stress and motivation, compare motivation levels based on the attributes included in the study, identify significant factors that may affect stress, and offer suggestions and contingency plans to avoid such issues in the long run. The study falls on a non-experimental descriptive and cross-sectional (type 2) research design. The study used a convenience type of sampling and close-ended online questionnaires in the form of a Likert Scale with a sample of 65 Mapua University SHS STEM students who currently participate in an online class. The gathered data were analyzed using Pearson Correlation, Multiple Linear Regression, and Kepner-Tregoe Analysis. The study's findings revealed that there was a significant relationship between body image perceptions and physical stress. For mental stress, the factors with significant relationships are anxiety, difficulty with change adaptation, and economic pressure. Lastly, it was found that both types of stress-physical and mental, affect motivation.

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Influence of Psychosocial Factors on Job Performance of Female Teachers in Kwara State, Nigeria

Cited by 8 publications

References 22 publications

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

Food Insecurity and Health-Related Concerns Among Elementary Schoolteachers During the COVID-19 Pandemic

Stress Factors Affecting the Motivation of Senior High School STEM Students at Mapua University in a Virtual Learning Set-Up During COVID-19 Pandemic

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