IMPACT OF OCCUPATIONAL STRESS ON TEACHERS WORK PERFORMANCE IN IN PUBLIC PRIMARY SCHOOLS

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IMPACT OF OCCUPATIONAL STRESS ON TEACHERS WORK PERFORMANCE IN IN PUBLIC PRIMARY SCHOOLS

Teachers working in primary and secondary school system contend with multiple stressors on daily resulting in varying levels of occupational stress. The nature of work is changing and job stress poses a threat to the health of the workers and in turn, the health of organizations, Teachers experiencing stress are unlikely to perform well, since their job satisfaction and motivation levels are affected and they manifest unwanted behavior including absenteeism, mistakes during work and violence at work. Furthermore they are likely to experience more health related physical and psychological complaints. According to Hanushek (2007) teaching is a highly stressful career and teachers are leaving the profession at an alarming rate.

Teachers are responsible for so many activities other than teaching, including planning, marking of internal examinations, writing reports, ensuring cleanliness, maintaining discipline in class and outside the class, supervising meals as well as attending to co-curricular activities. They deal with time pressure and heavy workload. Poor relationship with their seniors and colleagues can lead to occupational stress. In some cases, teachers contend with poor working conditions that include; lack of teaching resources and physical facilities like school buildings

Occupational stress is stress caused by an occupation. Teaching related stress commonly termed as “teacher stress “ is defined as a teachers experience of unpleasant negative emotions, such as anger , anxiety ,tension, frustrations , or depression, resulting from some aspect of their work as a teacher (Kyriacou and Chien, 2004).

A study carried out by Cooper And Marshall (1976) ,found that teachers who ranked their occupation stress as “high” experienced a greater incidence of heart attack, stroke and reported more mental health illness than individuals in other occupations who also identified their stress as „‟high”. The impact of teacher stress can include implications on their ability to teach, their personal life, and their interaction with the students according to Adam (1999). Teacher stress therefore affects both the teachers and students in the learning process. Academic staffs have a major role to play in achieving the objective of an institution (Rowley, 1996). Stress is widely accepted to have opposite effects on an individual both positive and negative.

According to Tahabo Fako (2010), there is increase and expansion in education while resources levels have not kept pace. Lack of resources makes teachers‟ work more difficult and may increase their workload and stress levels. Somerset (1971) carried out a study based on Uganda elementary schools and observed that variation in performance among schools are due to differences in quality of schools. According to Kenya National Development Plan 2000-2008, the government had plans to improve education by improving the physical quality of schools.

There are many causes of stress in an organization, but many researchers argue that main cause of occupational stress is workload (Topper, 2007). Increase in workload in an organization without taking into account the availability of staff to carry out the task, may lead to occupational stress. Therefore, the workload increase should correspond with the availability of workforce.

Kyriacou & Chien, (2004) found that according to primary school teachers in Taiwan, the most effective action that schools and government could take to reduce teachers‟ stress was to decrease teachers‟ workload. (Toppler, 2007) argues that workload due to shortage of staff is a major stress factor among employers in various organizations, additional hours at home marking, preparing, assessing work. In many cases, employees found themselves in a position where work had to be taken home to fulfill and sustain a professional standard; this reduces the opportunity for restorative psychological detachment from job (Timm, et al., 2007). (Susan, 2005) reported that teachers experience intense pressure from parent, students and the education system to ensure students obtain high levels of education. She also reported teachers spend a lot of time helping students cope with personal problems leaving less time for the individual.

Tehrani (2002) argued that stress is caused by using unsympathetic organizational culture, poor communication between managers and employees. Lack of involvement of employees by management will make employees feel stressed .Kirkcaldy, Trimpoo and Williams (2002) argued that cause of stress include inadequate guidance and support from supervisors, lack of consultation and communication, lack of encouragement from supervisors, isolation, discrimination and favoritism. Role ambiguity refers to uncertainty, on the part of employees about key requirements of job and about how they are expected to behave in these jobs. (Nhundu, 1999).Role ambiguity can result from deficient information available (Conley and Woosley, 2000). Teaching is an occupation that demands many roles (McCormick, 1997). Role demands can be stressful for a teacher for many reasons; for instance when organizational members expectations about a teacher‟s behavior are unclear (role ambiguity). (Nwadiani, 2006)Role conflict is also stressful. Role conflict occurs when different groups or persons with whom an individual interact hold conflicting expectations about individuals‟ behavior (Nwadiani, 2006). Role conflict can result from inconsistent information (Consley and Woosley, 2000). Lack of effective communication within an organization is also stressful. (Larson, 2004, Brown and Uehara, 2008)

Interpersonal relationship at work serves a critical role in development and maintenance of trust and positive feeling in an organization. Although quality of interpersonal relationship alone is not enough to produce worker productivity, it can significantly contribute to it. While poor interpersonal relationship may lead to stress, stress can also cause poor workplace relation and loss of productivity. Bullying in the work place can also contribute to stress. Tehrani (2002) argues that stress is caused by bullying and harassment among other factors. Being invited at workplace or not being invited to social events may be humiliating and may lead to interpersonal relationship problem. According to Baker, Isreal and Schurman (1996), social support from supervisor has more influence on employee satisfaction and mental health than support from co-workers. Social support is an important resource that enables an individual to cope with stress and present burnout (Bonfiglio, 2005).

(Merbler, Schlichte & Yssel, 2005) found out that, when relationship is poor, attrition is increased‟‟. Bland (1999) noted that stressors that seemed to be common among employees in workplace include relationship problems with partners, boss and colleagues.

Objective of the Study

The study aimed at determining the cause of occupational stress among teachers and investigate and its influence on their performance in public secondary schools‟ in Nyeri South Sub-County.

Objectives of the Study

• To determine the work overload of teachers.

• To determine the type of interpersonal relationships teachers have.

• To determine the work conditions teachers are subjected to.

• To identify administrative factors which affect teachers work.

CHAPTER FIVE

Summary and conclusion

The purpose of the study was to determine the cause of occupational stress among teachers and investigate its influence on their performance in public secondary schools in Nyeri sub-county. Most of respondent admitted that stress was a reality in their schools. Increased workload as indicated in the findings may have lead to occupational stress. Interpersonal relationships were not very good among the teachers, while some schools suffered from inadequate resources. There were some administrative factors that affected teachers negatively for example decision making and lack of effective communication. The academic performance of most of the schools involved in the study was average indicating that much needs to be done to improve performance. This study is a justification that occupational stress influences teacher‟s performance in public secondary schools in Nyeri south, sub-county. All education stakeholders should create an environment that will reduce occupational stress amongst the teachers so as improve on their performance.

Recommendations

i. The government should ensure that there are enough teachers in schools to avoid work overload

ii. The various stakeholders should ensure that there are adequate resources to create a conducive environment for teaching and learning

iii. Team building and conflict resolution seminars and workshops should be held to enhance good interpersonal relationships.

iv. Those in administration should attend more seminars and workshops on the area of administration. These include the principals, deputy principals and the heads of various departments in the schools.

v. Stress management seminars should be organized for teachers by management of schools to promote their mental health.

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