TEACHER STRESS AND FRUSTRATION AND THE ACADEMIC PERFORMANCE OF JSS STUDENTS
ABSTRACT
This study looks at teacher stress and frustration, as well as student academic performance. A random sample of (120) 44 males and 76 females were drawn from four (4) secondary schools in the Kosofe Local Government Area.
The instrument used was a questionnaire, and the Chi square statistical analysis tool was used to test the five formulated null hypotheses.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The word “stress” is derived from the Latin word “stringere,” which means “difficulty or draw tight.”
Stress is defined by the dictionary as “pressure, tension, worry, and strain caused by problems in one’s life.” Stress is related to man’s social, physiological, and psychological makeup. It is a significant contributor to the weakness of both physical and emotional disorders.
Frustration can prevent a person from achieving his or her goal. It could be interpreted as disappointment or defeat.
The terms “stress” and “frustration” are not synonymous. Stress is caused by a demanding situation (Selyes, 1956). Frustration, on the other hand, is an ongoing intervention situation (Welman, 1975).
Stress is common among teachers in both the private and public sectors. Stress manifests itself behaviorally as a lack of adequate concentration and thinking, as well as minor physical ailments such as headaches, sleepless nights, and stomach upset. Norfolk (1977) observed that people who are stressed become irritable and overreact to situations.
Educators stress is defined by Kyriacou (1987) as a teacher’s experience of unpleasant emotions such as tension, frustration, anxiety, anger, and depression as a result of aspects of his or her work as a teacher.
Teaching can be a stressful job. Interactions with students and coworkers, as well as the constant and fragmented demands of teaching, frequently result in overwhelming pressures and challenges, which can lead to stress.
When work stress is extreme, some negative physiological, psychological, and behavioral consequences may occur (De Robbio and Iwanicki 1996).
Many teachers would agree that teaching is not only difficult, but also stressful. School reform efforts, insufficient administrative support, poor working conditions, lack of participation in school decision making, paperwork burden, and a lack of resources have all been identified as factors that can cause stress among school personnel.
Contact between cultures may be a source of workplace stress in a multicultural region; for teachers who are more familiar with cultures, acculturative stress can lead to poor mental health (e.g., confusion, anxiety, depression) and feelings of alienation; those who feel marginalized may become highly stressed.
Teachers from very different cultures may not understand or appreciate the cultural differences of the communities in which they work. Because new teachers are often hesitant to seek assistance, they may be afraid to tell anyone that they are experiencing difficulties in the classroom. This could lead to even more stress.
Frustration is the impediment to achieving one’s goal. Frustration may be caused by the working conditions and the working environment. Okoye (1981) observed that frustration occurs when an ongoing action is interfered with.
All of these factors, and many more, contribute to stress in teachers’ activities both in and out of the classroom.
It is believed that a stressed-out teacher cannot carry out his activities effectively and efficiently, which means that the effectiveness and efficiency, which are good qualities expected of teachers, will be lost, and when both are absent in teaching, the teacher cannot impart the true information to the students, and thus the students’ academic performance may be low or poor.
As a result, in order to avoid poor academic performance in students, the numerous causes of stress in teachers should be investigated and checked, because quality teachers produce quality students. It is hoped that the findings of this study will provide solutions for how teachers’ stress and frustration can be reduced in relation to students’ academic performance.
1.2 The Purpose of the study
The goal of this study is to look into teachers’ stress and frustration, as well as how it affects students’ academic performance. This study’s specific goals are as follows:
i. Recognizes the various types of stress and frustration experienced by teachers
ii. Identifies the factors that contribute to the causes of stress and frustration among teachers.
iii. Determines the effects of teacher stress and frustration on students’ overall performance.
iv. Compares academic performance of students where teachers teach in an environment free of stress and frustration to students where a high level of stress and frustration is observed.
v. Outline the steps that will be taken to help reduce stress and frustration among teachers in Nigerian Junior Secondary Schools.
1.3 significance of the study
Teachers play an important role in the lives of any school organization, pupils, and students, as well as the overall development of our society and country. Stress and frustration, on the other hand, are destructive forces in a teacher’s life.
As a result, it is necessary to investigate the impact of stress on students’ academic performance and propose solutions to the problem. The study will also aid in reducing stress and, as a result, maximizing teaching job satisfaction, resulting in high levels of academic performance on the part of students.
1.4 Statement of the problem
The problem under investigation is teacher stress and frustration, as well as student academic performance, with five selected secondary schools in Kosofe Local Government Area serving as case studies. It is intended to provide insight into school management issues, with the goal of increasing teacher productivity and student academic performance.
1.5 Research questions
The following questions will be put to the test:
i. What factors are to blame for teachers’ stress and frustration?
ii. How much do family problems contribute to teacher stress and frustration?
iii. To what extent does a teacher’s individual differences influence an individual’s response to stress and frustration symptoms?
iv. Do teacher stress and frustration have a significant impact on teacher productivity?
v. How does a teacher’s stress and frustration affect students’ academic performance?
1.6 Research Hypotheses
The following hypotheses will be put to the test:
1. Teachers’ stress and frustration are not influenced by economic, personal, socio-psychological, or other factors.
2. There is no discernible link between family problems and teacher stress and frustration.
3. Individual differences in teachers have no effect on teacher stress and frustration.
4. Teacher stress and frustration have no discernible effect on teacher productivity.
5. The stress and frustration of the teacher have no effect on the academic performance of the students.
1.7 The Study’s Limitations
The researcher’s intention was to conduct adequate research in order to provide a long-term solution to teacher stress and frustration with academic performance, but this was not possible due to some constraints encountered. These are some examples:
i. The teacher’s unfavorable disposition
ii. Insufficiency of time
iii. Limited financial resources
v. Difficulties obtaining firsthand information from schools
1.8 The Scope of the study
It is only available to five selected secondary schools in Lagos State’s Kosofe Local Government Area. The schools are as follows:
Alapere Secondary School, for example.
ii. Orishigun Secondary School
iii. Ikosi Senior Secondary School
iv. Apostolic Secondary School
Ajedere Secondary School is a secondary school in Lagos, Nigeria.
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1.9 Definition of terms
Teachers’ stress refers to the difficulties they face in carrying out their duties successfully.
Frustration: Is the inability of teachers to positively adjust to a challenging situation in their teaching profession.
A teacher is someone who has been trained and certified to teach students skills, knowledge, values, and norms.
Academic: An educational study, an educational institution, and/or the educational system are all examples of academic in relation to education.
Performance is defined as the accomplishment of something by the students, the act of carrying out or accomplishing something.
TEACHER STRESS AND FRUSTRATION AND THE ACADEMIC PERFORMANCE OF JSS STUDENTS
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