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Teacher stress and commitment in the Fanteakwa District

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dc.contributor.author Amfo, J.
dc.date.accessioned 2020-03-23T09:40:13Z
dc.date.available 2020-03-23T09:40:13Z
dc.date.issued 2015-10
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/970
dc.description A THESIS IN THE DEPARTMENT OF SOCIAL STUDIES, IN THE FACULTY OF SOCIAL SCIENCE. SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION WINNEBA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF MASTER OF PHILOSOPHY IN SOCIAL STUDIES EDUCATION DEGREE en_US
dc.description.abstract The teaching profession is one of the most stressful jobs. Researchers have established that stress influences commitment negatively. In other cases, others have found that commitment serves as a buffer to stress. These studies on teacher commitment were mostly quantitatively driven, and few were situated in Ghana. The purpose of this study was to understand the relationship between teacher stress and commitment in the Fanteakwa District. The study further looked into how teacher perceive stress and commitment of S.H.S teachers, their experience and their coping strategies. The study also look at the relationship between teacher‟s stress and their commitment. The study used a qualitative research approach and a case study design. The study employed purposive sampling to select five (5) teachers for interviews and observations. The findings of the study showed that stress and commitment of teachers are interwoven. As a teacher demonstrates commitment his/her becomes evident. The findings also showed coping strategies serve as a buffer to excessive pressure from teacher stress. The study contributes to knowledge by the construction of a new model that connects teacher stress with commitment. The study also presents teacher stress and commitment from the context of a developing country like Ghana. The implications of the findings are that schools should create a supportive environment for teachers which recognizes the existence of stress that comes with commitment, rather than schools trying to eliminate the stress. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject Teacher en_US
dc.subject Stress en_US
dc.subject Teacher stress en_US
dc.subject Commitment en_US
dc.title Teacher stress and commitment in the Fanteakwa District en_US
dc.type Thesis en_US


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