scholarly journals A Study on Impact of Stress towards Work Related Behavior among Secondary School Teachers in Malawi

2020 ◽  
Vol 1 (1) ◽  
pp. 40-43
Author(s):  
R. V. Palanivel ◽  
S. Michael
Keyword(s):  
Secondary School ◽  
Stress Management ◽  
Secondary School Teachers ◽  
Work Behavior ◽  
School Teachers ◽  
Positive Correlation ◽  
Master Degree ◽  
Work Related ◽  
Female Teachers ◽  
Job Behaviors

This investigation conducted on impact of stress towards work behavior among secondary school teachers in Mangochi, Malawi. 200 secondary school teachers were randomly chosen to form as participants for the investigation. Data were collected by using research questionnaire titled “stress management in educational sector”. The purpose of this study was to identify the various impacts of stress towards work related behavior among secondary school teachers. This study reported that teachers were encountered impacts on job related behaviors such as losing interest in teaching, committing a lot of errors in work, Not attending to students’ needs, transferring of aggression to students, increasing Absence. Male teachers encountered more impacts in job related behaviors compared to female teachers. There was positive correlation between age of the respondents and respondents encountered in job behaviors. Master degree holders encountered more job-related impacts compared to all other teachers who are all secured certificate, diploma and Bachelor degree. Teachers who are having experience between 11–15 and 16–20 years encountered more stress impact on job behavior compared to teachers who are having experience in teaching between 0 to 10 years.

scholarly journals Perception of Teachers on Collaborative Tools Knowledge Level Mediated by ICT and Their Experience with Students

2020 ◽  
Vol 15 (11) ◽  
pp. 137
Author(s):  
Rosalba Acosta Corporan ◽  
Jorge Joo Nagata ◽  
Antonio Víctor Martín García ◽  
Azucena Hernández Martín
Keyword(s):  
Secondary School ◽  
Mixed Model ◽  
Secondary School Teachers ◽  
Collaborative Work ◽  
Nonparametric Tests ◽  
School Teachers ◽  
Female Teachers ◽  
Collaborative Tools ◽  
Level Of Knowledge ◽  
Digital Gap

In 21st century, competencies mediated with ICT are key for development at the educational area. This is the reason why this research aims to assess perception on level of competences of secondary school teachers on technological tools to promote collaborative work methodologies with their students and determine if said level has influence on the implementation of these experiences. Design implies a mixed model based on the application of a questionnaire divided in three parts: demographic aspects, level of knowledge on collaborative tools and experiences on collaborative work with students. Sample (n=542) corresponds to secondary education teachers from Dominican Republic. In analysis, nonparametric tests and categorizations were used. Results suggest that teachers require of a better formation on collaborative methodologies and tools mediated by ICT and, additionally, results indicate that there is a digital gap between male and female teachers, as the first group had more advantages.

scholarly journals The relation between the exposure to mobbing and burnout levels of secondary school teachers

2018 ◽  
Vol 10 (4) ◽  
pp. 355-366
Author(s):  
Rasim Tösten ◽  
Yunus Emre Avcı ◽  
Veysel Okçu
Keyword(s):  
Secondary School ◽  
Social Relations ◽  
Emotional Exhaustion ◽  
Secondary School Teachers ◽  
Maslach Burnout Inventory ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Work Related ◽  
Medium Level ◽  
Research Population

ABSTRACT This study was conducted to determine the relation between the level of burnout and the level of exposure to mobbing. The research is in relational survey model. The population of the research is composed of 1153 secondary school teachers working in Siirt city center in 2014-2015 academic year.As the number of teachers included in the research population is not high, sampling was not madeand 354 of the distributed scales were analysed. In the study, “Negative Acts Questionnaire” Scale developed by Einarsen and Raknes (1997) was used to measure the frequency of teachers’ exposure to mobbing behaviours. To determine the teachers’ burnout levels“Maslach Burnout Inventory” (MBI- Educators Survey) developed by Maslach and Jackson (1981) was used. The results showed that teachers are exposed to negative behavioursunder the sub-dimensions of “work related mobbing” and “mobbing directed at social relations” at "occasional" level. With regard to the burnout levels of the secondary school teachers, the highest value is observed in “emotional exhaustion” sub-dimension while the lowest is in “depersonalization"; and the personal accomplishment is at moderate level.Asa result of the research, basedon the perceptions of the teachers, a positive and medium levelof relation was determined between the “work related mobbing” and “mobbing directed at social relations” sub-dimensions of mobbing and “emotional exhaustion” and “depersonalization" sub-dimensions of  burnout, while the relation with  the personal accomplishment  dimension was at a negative and medium level. As a result of the regression analysis, it was found out that both sub-dimensions of mobbing significantly predict all the dimensions of burnout subscales.

scholarly journals The impact of professional pressure on self-efficacy among high school teachers in Karak governorate: أثر الضغوط المهنية على الكفاءة الذاتية لدى معلمي المدارس الثانوية في محافظة الكرك

2021 ◽  
Vol 5 (37) ◽  
pp. 161-144
Author(s):  
Khalidah Jamil Abdallah Algaraleh Khalidah Jamil Abdallah Algaraleh
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Psychological Needs ◽  
The Self ◽  
Validity And Reliability ◽  
School Teachers ◽  
Female Teachers ◽  
The Impact

This study aimed to identify the impact of occupational pressures on the self-efficacy of secondary school teachers in the Karak governorate. The study sample consisted of (284) male and female teachers from secondary schools in the districts of Karak governorate. In order to collect data, the study tool (the questionnaire) was developed, which Its validity and reliability were confirmed, and the study relied on the descriptive analytical method. The results showed that the level of the study sample members’ perceptions of professional pressures among secondary school teachers was medium, and that the level of the study sample members’ perceptions of the self-efficacy clauses was medium. Job burden) on the self-efficacy of secondary school teachers. The study recommended easing the professional burdens on teachers, such as taking care of shifts and raising classes for teachers of high grades, sensing the psychological needs of secondary school teachers, taking into account the humanitarian aspects of dealing with them, and notifying them of support in the citizens that need that support.

scholarly journals LOW BACK PAIN AND ITS ASSOCIATED FACTORS AMONG SECONDARY SCHOOL TEACHERS IN CUTTACK, ODISHA: A CROSS-SECTIONAL STUDY

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Swatisuman Behera ◽  
Shyamal Koley
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Secondary School ◽  
Associated Factors ◽  
Secondary School Teachers ◽  
Low Back ◽  
School Teachers ◽  
Prolonged Standing ◽  
Female Teachers ◽  
Keywords Low Back Pain

The purpose of the present study was to search the prevalence of low back pain and its associated factors in secondary school teachers of Cuttack, Odisha. For this purpose, 457 secondary school’s teachers aged 26-60 years were contacted from various schools of Cuttack city, of those 191 teachers (76 male and 115 female) were confirmed for low back pain by self- informative questionnaire. Modified Oswestry Low Back Pain Disability Pain Questionnaire and a self-constructed questionnaire were applied to measure the socio-demographic and economic characteristics of the participants. The results revealed that the overall prevalence of LBP in the last 12 months among secondary school teachers was 41.79%, of those female teachers (60.20%) were affected more than their male counterparts. Some factors, such as excessive work load, sleeping disturbance (especially in female teachers), prolonged standing in classroom, physical inactivity affected adversely towards their health and wellbeing causing LBP in them. It was also found that the maximum male (75.00%) and female (58.26%) teachers had the minimum disability in Oswestry Disability Index category. It might be concluded that the addressing work-related and individual factors would be essential to decrease the magnitude of the problem. Keywords: Low back pain, Prevalence, Associated factors, Secondary school teachers of Cuttack, Odisha.

scholarly journals Teachers’ pedagogical power – A community school study

2016 ◽  
Vol 5 (1) ◽  
pp. 44-60
Author(s):  
Stanislava Stoyanova ◽  
Nikolay Ivantchev
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Community School ◽  
School Teachers ◽  
Referent Power ◽  
Female Teachers ◽  
School Study ◽  
Legitimate Power ◽  
Different Types ◽  
Teachers And Students

AimThe aim of our work was to study the types of power preferred by teachers and students of pedagogical specialties.MethodIvanov’s questionnaire “Teacher’s pedagogical power” was used to study the pedagogical power including Reward, Coercive, Legitimate, Expert and Referent powers. In 2012 and 2013, 46 secondary school teachers and 40 students of pedagogical specialties were part of a study in Blagoevgrad, Bulgaria.ResultsThe results indicated that teachers and students of pedagogical specialties preferred making use syncretic power, more than one power. The most frequent types of power were Legitimate and Reward. The rarest was Referent power. The teachers used the different types of power less than students of pedagogical specialties did, confirming Adler’s view that humans striving for power over others was inversely proportional to the degree of education. Female teachers preferred to use Legitimate power more compared to male teachers.ConclusionsThe study of teachers’ pedagogical power could contribute to clarify teachers and students’ views of the teacher’s role in schoolar education. The studied teachers and students of pedagogical specialties perceived the teacher mainly as a regulating (rewarding or coercive) legitimate figure of pedagogical power.

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