scholarly journals Perception of Secondary School Teachers on Sources of Stress and Coping Strategies: A Case of Ludewa District, Tanzania

2021 ◽  
Vol 2 (Issue 4) ◽  
pp. 46-53
Author(s):  
Amina Thomas
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Student Performance ◽  
Random Sampling ◽  
Cognitive Theory ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Stress And Coping ◽  
School Teachers ◽  
And Coping

The study aimed at identifying perceived sources of stress and coping strategies among secondary school teachers in Ludewa District. The study was guided by Transactional or Cognitive Theory of Psychological Stress and Coping. It employed the quantitative approach through descriptive statistics in terms of frequencies and percentages. Through simple random sampling, eight out of 22 schools were selected to participate in the study. From the eight schools, 100 teachers were selected through simple random sampling but the response rate was 74. Therefore, 74 teachers participated to fill the questionnaire. The first category of perceived stressors is for those which were very highly rated: delay in promotion, poor working condition, low salary for work, worried from student performance, overwork and lack of time to spend with family. The second category is for those which were highly rated: poor administrations, lack of social services, loans from different organizations, benefit from work and students’ misbehavior. Lowly rated source of stress was attending duties on weekends while very lowly rated sources were little acknowledgment from superior and trouble with colleagues. The study gives a number of recommendations; these include that the government should employ more teachers to reduce teachers’ overwork which is cited as one of stressors. Heads of schools should involve all teachers in decision making and treat them equally. School under investigation should employ mentoring and counseling techniques which will motivate teachers to share their economic and social problems in order to curb unnecessary stresses. Finally, teachers should employ such stress management strategies as joining in social clubs, attending physical exercises like sports and games and seeking support from either co- workers or supervisors in order to curb stressful challenges.

scholarly journals The Use of Teacher's Joke Increases Students’ Involvement inside Classroom

2018 ◽  
Vol 5 (10) ◽  
pp. 5039-5046
Author(s):  
Nor Azizah Ahmad ◽  
Suriani Mohamed ◽  
Khairul Anuar Hasnan ◽  
Norhayati Ali ◽  
Farah Najwa Ahmad Puad
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
School Teachers ◽  
The Relationship ◽  
Face Expressions

The purpose of the study was to identify the type of joke and the frequency of joke s used inside the classroom. In addition, studies have also been conducted to examine the involvement of students when element of joke is applied in the classroom and determine the relationship between joke frequency and students’ involvement. This study is a quantitative type of survey. The instrument used is a set of four parts questionnaire. The populations studied involved secondary school teachers in Muallim District while the samples studied was selected using simple random sampling. The number of samples involved is 269 people. The findings show that the majority of teachers in Muallim District use jokes while teaching in the classroom. Among the jokes applied are jests, cynics, funny face expressions and funny stories (n = 92, Percentage = 34.20%). However, the joke frequency inside the classroom is moderate (n = 164, Percentage = 61.00%). Furthermore, the findings show that the use of joke element can make students to feel more at ease with the teacher when speaking or interacting (n = 115, Percentage = 38.50%). Correlation analysis indicated that there was a link between frequency of joke used and student’s involvement when joke was applied in the classroom (r = 0.42, p <0.05). It can be concluded that the application of joke element is commendable inside the classroom, however, the joke frequency needs to be controlled as it can disrupt the students focus on learning.

Influence of Motivation on the Performance of Secondary School Teachers in Shagari Local Government, Sokoto State, Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 39-48
Author(s):  
Sani Bello Karoga ◽  
Amina Hassan
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Local Government Area ◽  
School Teachers ◽  
Monetary Rewards ◽  
Ex Post ◽  
Ex Post Facto

This study investigated the influence of motivation on the performance of Secondary school teachers in Shagari Local Government Area Sokoto state, Nigeria. The researchers used ex-post- facto design. All the four schools in the area were included in the study. The sample size used was 121 teachers and the sample was selected using simple random sampling. Reliability Coefficients yielded a Cronbach's alpha of .8. The data was analysed using regression analysis. The main finding of the study was that motivation has statistically significant influence on the performance of secondary school teachers in Shagari Local Government Area. The findings further indicated that nonmonetary motivation had greater contribution than monetary motivation on school teachers' performance in Shagari local government. In order to boost teachers motivation to perform efficiently and effectively, the study recommended that the teachers' monetary rewards should be maintained at the level that can satisfy their basic needs and all the other teachers entitlement should be given to them handsomely. Implementation of all the above recommendations will boost the morale of teachers to perform effectively.

Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa

Libri ◽  
2017 ◽  
Vol 67 (2) ◽  
Author(s):  
Oluwole O. Durodolu ◽  
Dennis N. Ocholla
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Information Literacy ◽  
Random Sampling ◽  
Search Strategy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Self Concept ◽  
Metacognitive Skills ◽  
School Teachers

AbstractInformation Literacy (IL) is fundamental for lifelong learning, especially for the teaching profession, where information is critical for imparting knowledge to students who are expected to be creative, critical thinkers and lifelong learners. The study investigates the search strategy, self-concept and metacognitive skills of secondary school teachers in selected cities in Nigeria and South Africa. The study adopted a post-positivist research paradigm combining both qualitative and quantitative research methodologies largely through a multi- case study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The sample for the research was drawn from teachers in government secondary schools in Lagos and Durban. A multi-stage sampling technique was used in the first stage to purposively select samples from the two cities of Lagos and Durban in order to make comparisons. The second stage involved stratified random sampling, and the third stage applied simple random sampling. Literature analysis and the Technology Acceptance Model (TAM) were used to inform the study. The study revealed the following: (i) teachers in Durban had a higher level of perception of the need for information literacy than their counterparts in Lagos; (ii) electronic information resources were infrequently used by the teachers; (iii) younger teachers tended to possess a higher level of information literacy than their older colleagues, which proves why in-service training is imperative; (iv) female teachers were significantly more information literate than their male counterparts; (v) many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemized by IFLA library building guidelines; and (vi) interaction and collaboration between teachers and librarians was limited. Recommendations have been made regarding how the issues and challenges could be addressed and solved with IL policy and work shopping of teachers for IL.

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 EFL language assessment literacy among Jordanian EFL secondary school teachers

2021 ◽  
Vol 16 (5) ◽  
pp. 2858-2871
Author(s):  
Sara Mohammad El-Freihat
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Language Assessment ◽  
Assessment Literacy ◽  
Knowledge Level ◽  
School Teachers ◽  
Efl Teachers

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

scholarly journals Shaken But Unruffled: Stories of Psychologically Distressed Public Secondary School Teachers

2016 ◽  
Vol 7 (2) ◽  
pp. 762-795
Author(s):  
Armando Mazo Olmedo ◽  
Gloria Pacifico Gempes
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Teachers ◽  
Well Being ◽  
School Teachers ◽  
Face To Face ◽  
The Public ◽  
Public Secondary School ◽  
Multiple Case ◽  
Cross Case Analysis

Psychological distress is a global phenomenon that affects not only the psychological and physical well-being but also the profession of  teachers  around the world. The purpose of this multiple case study was to explore the experiences of psychologically distressed public secondary school teachers, their coping strategies, and insights they can share to their peers and to the academe in general. The participants of this inquiry were five female teachers from the public secondary schools of Davao del Norte division of Davao region, Philippines who experienced distress caused by school and personal stressors. Furthermore, informants  underwent face-to-face in-depth interview. After a thorough analysis of the data using thematic, numeration and cross-case analysis procedures, it was found out that students’ misbehavior was the most common cause of teachers’ distress. On the coping strategies employed by them, it also came out that controlling the emotion was their most usual coping strategy against their distressful experiences. Moreover, teaching as both profession and ministry was the strongest insight. Finally, this study has provided some important implications on how to address the said phenomenon, suggested relevant insights for meaningful learning, and considered vital related topics which  necessitate future undertakings.

scholarly journals Inclusive Education in Azad Jammu and Kashmir: A Cross-Sectional Survey of Secondary Schools

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 359-365
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Naqeeb ul Khalil Shaheen ◽  
Dr. Sadaf Zamir Ahmed
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir

Inclusive education represents the concern of the entire school and is committed to providing quality education to all students in the most effective way, so that special education and general education are consistent. The study aimed to analyze inclusive education in Azad Jammu and Kashmir. The study was descriptive in nature and a cross-sectional survey was applied to collect the data. All 538 secondary school teachers and headteachers of District Pooch were the population of the study. A stratified random sampling technique was used to select the sample. The researcher selected 185 secondary school teachers and 45 head teachers through a proportionate stratified random sampling technique as a sample. A questionnaire for teachers and headteachers was used as a research instrument in this study. Data were collected through personal visits and postal service. Data were analyzed through mean scores and standard deviation. Based on analysis it was found that inclusive education provides an opportunity for the enjoyment and implementation of full human rights without any discrimination because inclusive education allows understanding individual differences. It is recommended that the school Education Department of Azad Jammu and Kashmir (AJ&K) may introduce inclusive education at the district and tehsil level. Further, they need to plan for all teachers and headteachers to provide awareness about inclusive education.

scholarly journals Hubungan Tingkat Stres Dengan Strategi Koping Mahasiswa Reguler Profesi Ners Di Fakultas Keperawatan Universitas Sumatera Utara

2018 ◽  
Vol 1 (1) ◽  
pp. 36-40
Author(s):  
Indah Permata Sari Lombu ◽  
Setiawan Setiawan
Keyword(s):  
Clinical Practice ◽  
Coping Strategies ◽  
Coping Strategy ◽  
Stress Level ◽  
Random Sampling ◽  
Pearson Correlation ◽  
Demographic Data ◽  
Simple Random Sampling ◽  
Mild Stress ◽  
And Coping

Pendidikan profesi ners adalah proses pendidikan yang sepenuhnya dilaksanakan di lahan praktik seperti rumah sakit, puskesmas, klinik bersalin, panti wherda, dan keluarga serta masyarakat atau komunitas. Mahasiswa yang menjalani pendidikan profesi ners rentan terhadap stres karena adanya transisi dari kehidupan kampus ke kehidupan lapangan, oleh karena itu mahasiswa menggunakan sejumlah strategi koping untuk mengatasi stres. Penelitian ini bertujuan untuk mengidentifikasi tingkat stres, strategi koping, dan hubungan tingkat stres dengan strategi koping mahasiswa reguler profesi ners di Fakultas Keperawatan Universitas Sumatera Utara. Desain penelitian ini adalah deskriptif korelasional. Penentuan jumlah sampel dilakukan dengan metode tabel power analisys. Besar sampel yang digunakan sebanyak 62 orang. Proses pemilihan sampel menggunakan teknik simple random sampling. Instrumen penelitian berupa kuesioner data demografi, kuesioner clinical stress, dan kuesioner coping strategy. Pengumpulan data berlangsung dari bulan Februari-April 2016. Data dianalisis menggunakan uji korelasi pearson. Hasil penelitian menunjukkan bahwa mahasiswa mengalami stres ringan 8.1%, stres sedang 79.0%, dan stres berat 12.9%. Area klinik yang paling banyak menyebakan stres mahasiswa adalah interaksi dengan anggota tim kesehatan (μ=118.6). Mahasiswa yang kadang-kadang melakukan strategi koping 25.8%, dan selalu melakukan strategi koping 74.2%. Strategi koping yang paling banyak dilakukan mahasiswa adalah koping yang diantisipasi (μ=86). Berdasarkan hasil penelitian maka mahasiswa diharapkan mampu mempersiapkan diri dengan dengan baik sebelum dan selama menjalani praktek klinis dengan cara mempelajari pengetahuan asuhan keperawatan kepada klien melalui studi literatur, studi lapangan, diskusi dengan senior, diskusi dengan staf perawat, dan diskusi dengan pembimbing. Profession Program in Nusing is a process of education fully implemented in clinical practice, such as hospitals, public health centers, maternity clinics, nursing homes, families and communities. Students of of this programme are sensitive to stress because of their life transition from campus to field work. Therefore, students use a number of coping strategies to deal with this stress. This study aimed to identify stress level, coping strategies, and the correlation between stress level and coping strategies among regular students of Nurses Profession Program at Faculty of Nursing, University of North Sumatra. This study employed a correlational design. . The sample was composed of 62 people selected using simple random sampling technique. The research instruments were questionnaires on demographic data , clinical stress and coping strategy . Data were collected from February to April 2016 and analyzed by using Pearson correlation test. The results showed that students who experienced mild stress is 8.1%, 79.0% with moderate stress, and 12.9% with severe stress. Interaction among other health team members caused students feel stressed most(μ = 118.6). 25.8% of students sometimes applied coping strategies, and 74.2% of them always applied coping strategies. Anticipated coping (μ = 86) was applied most. It is suggested that the students be well prepared before and during clinical practice by improving nursing knowledge through literature and field studies, discussions with seniors, nurses, and academic advisors.

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