scholarly journals Prevalent Rate of Occupational Stress among Senior High School Teachers

2021 ◽  
pp. 163-173
Author(s):  
Dominic Owusu ◽  
Anthony A. Nkyi ◽  
Grace Sintim Adasi
Keyword(s):  
High School ◽  
Occupational Stress ◽  
High School Teachers ◽  
Turnover Intentions ◽  
Survey Design ◽  
Teaching Experience ◽  
Senior High School ◽  
School Teachers ◽  
Cape Coast ◽  
Significant Difference

This study assessed occupational stress among Senior High School teachers in Ghana. The descriptive survey design was used for the study. The census method was used to involve all the 520 teachers in the selected public Senior High Schools in the Cape Coast Metropolis. The research instrument used was a questionnaire. Descriptive statistics (frequencies and percentages) and inferential statistics (independent samples t-test and One-Way ANOVA) were employed for the data analysis. The findings showed low level of occupational stress among the teachers engaged in the research. The study also revealed that there is no statistically significant difference in occupational stress among teachers based on their gender. However, the study found out that there was a statistically significant difference in occupational stress among teachers based on their age, educational qualification and teaching experience. Based on the findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES) and other analogous institutions should consciously re-design the responsibilities of teachers in the classroom in such a way that it may reduce the occupational stress, burnout and turnover intentions teachers experience on their jobs.

scholarly journals Impact of Occupational Stress and Burnout on Turnover Intentions among Senior High School Teachers in the Cape Coast Metropolis, Ghana

2021 ◽  
Vol 5 (1) ◽  
pp. 1-16
Author(s):  
Dominic Owusu ◽  
Anthony K Nkyi
Keyword(s):  
High School ◽  
Occupational Stress ◽  
High School Teachers ◽  
Turnover Intention ◽  
Turnover Intentions ◽  
Senior High School ◽  
Job Dissatisfaction ◽  
Unique Contribution ◽  
School Teachers ◽  
Cape Coast

Purpose: Despite the increasing concern about occupational stress, burnout and turnover intentions in society and in social service organisations especially among teachers in schools, results give evidence that teachers encounter several grades of stress and burnout in their occupation. This causes teachers to sometimes or most times harbour the intention to leave their job for other occupations. This study assessed the impact of occupational stress and burnout on turnover intentions among senior high school teachers in the Cape Coast Metropolis, Ghana. The study again looked at the relationships that exist among occupational stress, burnout, job dissatisfaction and turnover intentions among Senior High School teachers in Cape Coast Metropolis.Methodology: The study employed the descriptive survey design and made use of both descriptive and inferential data analysis approaches. The population comprised teachers from the 15 Senior High Schools in the Cape Coast metropolis of the Central Region of Ghana. The study employed a multi-stage sampling technique. The study further employed a census method to include all the teachers from the ten selected schoolsResults: The study revealed that occupational stress and burn out had significant impact on turnover intention among Senior High School teachers in Cape Coast Metropolis. F (2, 517) = 9.898, p < 0.05.  Also, the results of the study indicated that generally job dissatisfaction had statistically significant impact on turnover intention of the participants. F (1, 518) = 82.163                  p < 0.05.Unique contribution to theory, policy, and practice: It was recommended that heads of senior high school institutions can organize effective programs such as a professional development programme for staff, organize workshops or talks on stress management, motivation, and awareness-raising for teachers. Teachers’ working conditions and wellbeing are adequate catered for by their employers. Schools should constantly design programme such as in-service training, workshops and reinforcing compensation package that would arouse and sustain teachers to stay on their job in spite of any daunting challenges that they may face.

scholarly journals Senior High School Teachers’ Research Competence and Satisfaction with Facilities and Resources

2020 ◽  
pp. 8-24
Author(s):  
Cheryl Anub
Keyword(s):  
High School ◽  
Educational Attainment ◽  
High School Teachers ◽  
Research Paper ◽  
Senior High School ◽  
School Teachers ◽  
Research Competence ◽  
Level Of Satisfaction ◽  
Significant Difference ◽  
Practical Research

This study aimed to determine the level of Senior High School Teachers’ Research Competence and Satisfaction on Facilities and Resources and the relationship among these variables. It utilized the descriptive-correlational research design through survey method. The results of the findings revealed that most of the respondents were graduates of BSEd-English with master’s unit, rendered 0-5 years, had taught the Practical Research subject for two semesters, and attended the Mass Training for Applied subjects. Generally, Practical Research teachers are competent in terms of technical aspects, major parts of the research paper, other parts of research paper and other-research skills. They are Not Satisfied on the facilities and resources provided by the school. Teachers viewed that their profile have no impact to their research competence. There was no significant difference on the level of satisfaction on facilities and resources in terms of area of specialization, number of years in service, number of semesters in handling Research subjects and seminar-trainings attended. However, there is significant difference on the level of satisfaction on facilities and resources in terms of highest educational attainment. Finally, there was a correlation between the level of research competence and satisfaction on the facilities and resources. This research concludes that the teachers’ research competence is interrelated by their satisfaction level on the facilities and resources. However, this level of satisfaction can be attributed to their educational attainment. The higher the level of their educational attainment the more they will demand on the facilities and resources to be provided by the school. Recommendations were proposed to enhance teachers’ research competence.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

The effects of demographic variables on knowledge sharing

2015 ◽  
Vol 64 (3) ◽  
pp. 216-228 ◽  
Author(s):  
Henry Boateng ◽  
Michael Dzigbordi Dzandu ◽  
Franklin Gyamfi Agyemang
Keyword(s):  
High School ◽  
Knowledge Sharing ◽  
High School Teachers ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Senior High School ◽  
School Teachers ◽  
Content Type ◽  
Collection Data ◽  
The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

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