n South African Journal of Education - An empirical study of stressors that impinge on teachers in secondary schools in Swaziland
|Article Title||An empirical study of stressors that impinge on teachers in secondary schools in Swaziland|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 University of Fort Hare and 2 St Marks High School|
|Publication Date||Feb 2013|
|Pages||1 - 12|
|Keyword(s)||Descriptive study, Job performance, Strain, Stress, Stress management, Stressors, Teacher stress, Teacher welfare policy, Work environment and Work relationship|
ISI Social Science
This study employed the descriptive-correlation research design to determine whether secondary school teachers experience work-related stress. Participants included 239 teachers selected from schools in the Hhohho region of Swaziland. A questionnaire was used as the instrument to determine the level of work-related stress experienced by these teachers. Findings showed that teachers were moderately stressed by their work. Contractual problems and the nature of their work were two aspects that were reported to be the main stressors for the sample, while the work environment and work relationships were only mildly stressful. There was a weak relationship between the level of work-related stress and the demographic variables of gender, marital status, and qualifications. Age had a moderate significant relationship with the level of work-related stress for the sample. The study recommends that stress management programmes for teachers are imperative to deal with the consequences of stress.
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