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
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
OCTOBER, 2015