scholarly journals The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 78-85
Author(s):  
Olga Loikienė ◽  
Margarita Pileckaitė - Markovienė
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Material Research ◽  
School Teachers ◽  
Coping With Stress ◽  
Female Teachers ◽  
Older Teachers ◽  
Stress At Work

Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries. This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.

scholarly journals FACTORS OF WORKPLACE STRESS AMONG FEMALE SECONDARY SCHOOL TEACHERS IN OYO METROPOLIS, OYO STATE, NIGERIA

2021 ◽  
Vol 6 (2) ◽  
pp. 185-201
Author(s):  
Lateef Omotosho Adegboyega ◽  
Ifeoma P. Okafor ◽  
Habeeb Abdulrauf Salihu
Keyword(s):  
Secondary School ◽  
Work Environment ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Job Security ◽  
Workplace Stress ◽  
Survey Method ◽  
School Type ◽  
School Teachers ◽  
Female Teachers

Background and Purpose: Workplace stress is a common phenomenon that militates against the productivity of teachers. Thus, this study investigated the factors responsible for workplace stress among female teachers in Oyo metropolis, Oyo State, Nigeria.   Methodology: Descriptive survey method was adopted. A total of 200 female secondary school teachers in Oyo metropolis represented the sample for the study. A questionnaire was used to collect data. The instrument was validated by experts in counselling and social work and possessed a reliability coefficient of 0.82 after being subjected to test re-test. Data were analyzed using percentage, t-test and Analysis of Variance (ANOVA) at 0.05 level of significance.   Findings: Findings revealed that the factors responsible for workplace stress among female secondary school teachers in Oyo metropolis include poor work environment, lack of job security, indiscipline among students, irregular payment of salary among others. Significant differences were found based on school type, educational qualification, teaching experience and marital status.   Contributions: Workplace stress among female teachers in Oyo metropolis is negatively associated with ill-health. Poor work environment, lack of job security, indiscipline among students, and irregular payment of salary among others on the scale of measurement except under promotion with a mean score below 2.50 benchmark. It is recommended that counsellors should be mandated to counsel the female teachers in Oyo metropolis on how to cope with workplace stress.   Keywords: Factors, Female Teachers, Oyo Metropolis, Stress, Workplace Stress.   Cite as: Adegboyega, L. O., Okafor, I. P., & Salihu, H. A. (2021). Factors of workplace stress among female secondary school teachers in Oyo metropolis, Oyo state, Nigeria.  Journal of Nusantara Studies, 6(2), 185-201. http://dx.doi.org/10.24200/jonus.vol6iss2pp185-201

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

scholarly journals Hardiness Behavior and Organizational Loyalty of Government Secondary School Teachers in Palestine

2009 ◽  
Vol 3 (2) ◽  
pp. 30
Author(s):  
Ghassan H. Hilo
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Target Population ◽  
Years Of Experience ◽  
School Teachers ◽  
The West ◽  
Male And Female ◽  
Organizational Loyalty ◽  
Behavior Domain

The purpose of this study was to a) investigate hardiness behavior and organizational loyalty levels among secondary school teachers in the northern districts of the West Bank in Palestine and b) determine the effect of teachers’ gender and years of experience. The sample consisted of 396 male and female secondary school teachers, which were selected randomly from the target population. The questionnaire used in the study contained 42 items on hardiness behavior domain and 28 items for organizational loyalty domain. The results indicated that there was a moderate level of hardiness behavior among teachers (68.6%). Also, the results revealed that there were statistically significant differences due to gender and years of experience in commitment and participation items in favor of longer teaching experience. There were also statistically significant differences due to gender, and interaction between gender and years of experience, in control items in favor of males with longer teaching experience. There were significant differences due to years of experience, and interaction between gender and years of experience in the overall degree of hardiness behavior, in favor of longer teaching experience. There were significant differences due to gender and years of experience in the overall degree of organizational loyalty domain in favor of females with longer teaching experience. The researcher recommended the reinforcement of hardiness behavior and organizational loyalty levels among Palestinian teachers.

scholarly journals PBL Teaching Method through Cooperative Learning

2017 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Eduardo Dopico ◽  
Dolores Pevida
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Teaching Method ◽  
Knowledge Society ◽  
Project Based Learning ◽  
School Teachers ◽  
School Students

The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

scholarly journals Implementation of school-based curriculum as perceived by secondary school teachers of English

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Chuzaimah D. Diem ◽  
Yusfardiyah Yusfardiyah ◽  
Binti Koniaturrohmah ◽  
Lismalayani Lismalayani
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Education Level ◽  
School Teachers ◽  
School Based ◽  
Efl Teachers ◽  
New Curriculum ◽  
The Government

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills

2021 ◽  
Vol 10 (1) ◽  
pp. 68-75
Author(s):  
Jijo Varghese ◽  
M N Mohamedunni Alias Musthafa
Keyword(s):  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Secondary School Teachers ◽  
Human Life ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Level Data

The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to perception level. Data has been collected from secondary school teachers (N=350) through survey method. The result of the study showed that there was gap between actual and ideal perceptions of 21st century skills among the secondary school teachers and also positive correlation between age, teaching experience and the actual perception of 21st century skills.

scholarly journals The capabilities of secondary school teachers to provide financial education

2019 ◽  
Vol 18 (2) ◽  
pp. 66-81 ◽  
Author(s):  
Kenneth De Beckker ◽  
Boukje Compen ◽  
Dirk De Bock ◽  
Wouter Schelfhout
Keyword(s):  
Secondary School ◽  
Financial Literacy ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Financial Education ◽  
Financial Knowledge ◽  
School Teachers ◽  
Financial Attitudes ◽  
Education Data ◽  
Minimum Score

This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.

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.

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