Job Stress of Secondary School Teachers in Relation to their Gender, Type of School and Length of Experience

2015 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
N.D. Manju
Keyword(s):  
Secondary School ◽  
Job Stress ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Type Of School ◽  
Gender Type

scholarly journals Antecedent of Job Stress: Causes Need to be Identified A Case of Secondary School Teachers

2021 ◽  
Vol 5 (1) ◽  
pp. 33-43
Author(s):  
SHAHZAD KHAN ◽  
Dr. MUHAMMAD TARIQ KHAN ◽  
MUHAMMAD ATIQ RAFIQUE KHATTAK
Keyword(s):  
Secondary School ◽  
Job Stress ◽  
Private Schools ◽  
School Discipline ◽  
Secondary School Teachers ◽  
Role Playing ◽  
Key Factors ◽  
School Teachers ◽  
Convenience Sampling ◽  
Structured Questionnaire

The purpose of the study is to identify the possible antecedents of stress in secondary schools teaches. Many factors are there which lead stress specifically in private sectors. However it’s important to find the essential role playing factor of stress in private schools teachers. The research identified the antecedents of job stress in private schools teachers in Peshawar Pakistan. Population of the study has been chosen on convenience sampling a non-probability technique. A 5 point lickert Scale structured questionnaire was distributed among 100 schools teachers. The data collected through questionnaires was analyzed and interpreted using ANOVA, and Regression co-efficient. The findings of the study revealed that co-worker relation and school discipline are the key factors of schools teachers stress.

scholarly journals STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA

2021 ◽  
Vol 79 (4) ◽  
pp. 657-673
Author(s):  
Tomislava Vidić ◽  
Marina Đuranović ◽  
Irena Klasnić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Type Of School ◽  
Primary And Secondary School

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

scholarly journals A Study of Organizational Commitment among Secondary School Teachers of District Srinagar

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Barkat Hussain Para
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Work Environment ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
School Teachers ◽  
Self Confidence ◽  
Significant Difference ◽  
Type Of School

Organizational commitment is most often defined as a strong desire to remain a member of a particular organization; a willingness to exert high levels of effort on behalf of the organization; and a definite belief in, and acceptance of the values and goals of the organization. Previous studies have revealed that decision making power, job satisfaction, and opportunities of promotions etc. shows better commitment to the institution/organization. When teachers are highly committed, they show a better level of self-confidence and are able to influence work environment in a positive manner. Therefore, this study intends to explore the influence of teacher’s commitment on their organization. A sample of 100 daily Secondary school teachers of district Srinagar has been selected for this study. Simple Stratified random sampling technique was used for this research. As a research tool Teacher’s Organizational Commitment Scale Constructed and Standardized by Jamal and Raheem (2013) was incorporated. Simple Mean, Percentage and S.D techniques were used for statistical analysis and interpretation. The findings have revealed the OC among secondary schools Teachers was found average and on the basis of gender, Marital Status and Type of School, there was no significant difference found on OC among secondary school teachers Based on these findings, this study provide recommendations for enhancing teachers commitment towards their institution for the better and fruitful results.

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