The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas

Abstract

The purpose of this study was to determine the effects of a time management seminar on stress and job satisfaction of beginning agriscience teachers.The target population for this study consisted of agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers from a selected region of the state participated in the study. There was a 100% response. Eleven participated in the time management seminar (n = 11) and 12 participated in the control group (n = 12). The study employed a quasi-experimental, static-group comparison design. The treatment, a comprehensive time management seminar, included: planning and scheduling, goal setting, and work and family balance. A post-test, including instrumentation for stress and job satisfaction, was administered to both groups. Independent samples t-tests revealed there were not any statistically significant differences between groups on stress levels or job satisfaction levels. However, sub-scale constructs from each instrument resulted in medium to large effect sizes in several sub-scale factors. Stress differences included work-related stress, time management, and professional investment. Job satisfaction differences included pay, recognition and advancement. Overall, the beginning teachers had slight to moderate stress. Additionally, the teachers had slightly above neutral levels of job satisfaction.

Perceived Work-Life Balance Ability, Job Satisfaction, and Professional Commitment among Agriculture Teachers

“…This is consistent with previous research findings that agriculture teachers are generally satisfied with their jobs (Bennett et al, 2002;Cano & Miller, 1992;Castillo et al, 1999;Chenevey et al, 2008;Grady & Burnett, 1985;Kitchel et al, 2012;Ritz et al, 2013;Walker et al, 2004). We found job satisfaction was significantly correlated with professional commitment.…”

The Description of Teachers’ Stressor and Manifestation of Special Needs Teachers in Inclusive and Special Schools in Jakarta

“…TSI is an instrument to identify the stress source and its manifestation towards the stress. The domains in the instrument are Professional Investment, Time Management, Work-related Stressors, Discipline and Motivation, Professional Stress, Behavioral Manifestations as extended stress manifestation (Ritz, 2009& Olivier, 2003. Domains of Manifestation towards stress are Emotional Manifestations, Gastronomical Manifestations, Cardiovascular Manifestations, and Fatigue Manifestations (Ritz, 2009& Olivier, 2003.…”

Levels of Stress among Secondary School Teachers and its Implication on Students’ Academic Performance in Kenya: A Case Study of Kakamega North Sub County

“…Studies reviewed by Siddiqui (2012) in Hyberdad city, Ritz, Burris, Brashears and Fraze (2013) and Ngari, et al (2013) in Kenya have shown that teachers experience moderate to high levels of stress. The studies reviewed cut across countries of the world from underdeveloped, developing and developed countries.…”

“…It is not clear on whether the study addressed all the teachers from pre-school to the university level. Ritz, Burris, Brashears and Fraze (2013) on the other hand in their study on the effects of a time management professional development seminar on stress and job satisfaction of beginning Agri-science teachers in West Texas, found out that the beginning teachers had slight to moderate stress. Additionally, the teachers had slightly above neutral levels of job satisfaction.…”

“…Instruments of data collection were also not indicated; hence it is difficult to assess the suitability of the instruments used in the study. Ritz, Burris, Brashears and Fraze (2013) focused on stress levels among beginning Agri-science. However, this study did not address stress levels among teachers in the other subjects; a knowledge gap needs to be filled to make the findings robust.…”