Abstract:
This study explored the effects of stress on the job performance of teachers in the
Asikuma Odoben Brakwa District of Ghana. Mixed method research was used,
underpinned by pragmatism and an explanatory sequential design. The sampling
procedures adopted for the quantitative phase of the study were stratified and simple
random sampling techniques. Participants sampled were 237 teachers out of which
159 were male and 78 were females. Participants responded to closed ended questions
for the quantitative phase of the study, while 6 of the participants, 3 males and 3
females, were purposively selected and interviewed for the qualitative phase. The
quantitative data gathered was analysed using independent sample t-test, Pearson
Product Moment Correlation, frequencies, means and standard deviation while the
qualitative data was used to elaborate the quantitative result when necessary. The
study revealed that lack of resources, poorly defined discipline policy, students
disrespecting teachers‟ authority, increase in workload, changes in educational
policies and programmes, large class size etc. were some of the causes of stress
among teachers. Also, the study revealed that stress influenced teachers‟ job
performance negatively. Again, the study identified that manifestations of stress
among teachers were psychological, emotional and physical: frustration, unusual
sleeping, anxiousness, headaches, joint pains etc. Therefore, it was recommended that
Ghana Education Service should enhance the conditions of service of teachers
especially those posted to villages. Also, the District Education Directorate should
provide seminars and training for teachers on stress in order for them to build
resilience to stress.
Description:
A dissertation in the Department of Counselling Psychology,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Counselling Psychology)
in the University of Education, Winneba
AUGUST, 2021