Occupational stress and strain of support staff at a higher education institution in the North West Province

Mahomed, Fathima Essop; Naudé, J. L. P.

doi:10.4314/sajhe.v20i1.25560

Cited by 3 publications

(1 citation statement)

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“…In the dynamic landscape of education, the professional performance of teachers plays an important role in shaping the academic outcomes of students. Globally, research has underscored a significant link between teachers' stress, burnout, and their effectiveness in the classroom (Jackson & Rothmann, 2006;Pienaar & Van Wyk, 2006;Milner & Khoza, 2008). Kenny (2009) further emphasizes that teaching experience can serve as a determinant of extreme stress and burnout, suggesting that there exists a relationship between professional longevity and psychological well-being.…”

Section: Introductionmentioning

confidence: 99%

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

Kimama Rose Catherine W,

George A. Onyango,

Joseph G. Mungai

2024

World J. Adv. Res. Rev.

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This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

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Section: Introductionmentioning

confidence: 99%

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

Kimama Rose Catherine W,

George A. Onyango,

Joseph G. Mungai

2024

World J. Adv. Res. Rev.

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Demographic differences, occupational stress and organisational commitment among employees in higher education institution

Zhuwao¹,

Setati²

2015

JGR

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The objectives of this study was to determine the levels of occupational stress and organizational commitment of employees and to determine the differences of occupational stress and organisational commitment based on demographic information in a higher education institution. The sample consisted of 141 academic staff. The Organisational Stress Screening Tool (ASSET), and Allen and Meyer’s Organisational Commitment Tool (OCT) were used. The results showed that different occupational stressors contributed significantly to low organisational commitment. Occupational stress levels about job characteristics, work relationships, job overload and job control contributed to low levels of organisational commitment. The results also showed that there is a significant difference in occupational stress and organisational commitment levels based on the demographic differences of employees.

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Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context

Dhanpat

Braine

Geldenhuys

2019

SA j. ind. psychol.

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Orientation: Over the past two decades, since the advent of democracy in South Africa, the country has undergone transformation in virtually all sectors of society. Education is no exception, with higher education institutions (HEIs) also experiencing change. The transformation of HEIs has brought about many new challenges, demands and stresses that may hinder the work performance of academics.Research purpose: This study seeks to determine the ‘hindrance demands’ unique to the South African context by developing and validating the Higher Education Hindrance Demands Scale (HEHDS). This scale includes a set of demands placed on academics’ experiences in this context.Research approach, design and method: Data were collected from 184 academic staff members from HEIs based on a quantitative research design using a cross-sectional survey. Data were analysed through exploratory factor analysis (EFA), while the reliability of the scale was obtained through Cronbach’s coefficient alpha.Main findings: The results produced, as anticipated, a six-factor model consisting of: (1) workload, (2) higher education unrest, (3) change management, (4) decolonisation, (5) online teaching and learning and (6) psychological safety. The findings indicated excellent reliability, ranging between 0.74 and 0.90.Practical and managerial implications: Taking into consideration the context in which HEIs operate in South Africa, it is noteworthy that the recommendations in this article will assist in identifying the hindrance demands placed on academic staff. Researchers in the field are therefore called to validate the instrument developed through the use of confirmatory factor analysis.Contributions or value-add: This study adds to the limited research on hindrance demands placed on staff in HEIs.

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Occupational stress and strain of support staff at a higher education institution in the North West Province

Cited by 3 publications

References 49 publications

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

Demographic differences, occupational stress and organisational commitment among employees in higher education institution

Preliminary development of the Higher Education Hindrance Demands Scale amongst academics in the South African context

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