THE EFFECT OF TEACHERS STRESS ON STUDENTS ACADEMIC PERFORMANCE IN SOME SELECTED SCHOOLS
ABSTRACT
The study looked at the impact of teachers’ stress on students’ academic performance in selected secondary schools in Lagos State’s Oshodi Local Government Area. The descriptive research survey design was used to assess the opinions of the selected respondents using a questionnaire.
In this study, a total of one hundred and twenty (120) people were polled using a random sampling technique. In this study, four null hypotheses were developed and tested at the 0.05 level of significance using the independent t-test for hypothesis one and the Pearson product moment correlation statistical tools for hypotheses 2, 3, and 4.
The following results were obtained at the conclusion of the analyses:
– Hypothesis one discovered that teachers’ stress has a significant impact on students’ academic performance in school.
– Hypothesis two revealed that there is a link between the causes of teachers’ stress and students’ academic performance in school.
– In hypothesis three, it was discovered that there is a significant relationship between the effect of stress in society and students’ academic performance in school.
– Finally, hypothesis four indicated that there is a relationship between teachers’ emotional stress and students’ academic performance in schools.
Certain recommendations were made in light of these findings.
– Teachers should not be overburdened with work in their daily teaching professions; rather, in order to avoid stressful situations, teachers should ensure that they do not take their work home, that is, unfinished work home. They should stop working in their offices at the end of the day rather than continuing at home.
– Large class sizes in our secondary schools are a hindrance to students’ high academic achievement and contribute to teachers’ stressful conditions.
– The government should ensure that the provision in the National Policy of Education (NPE) on teacher-student ratios is followed. The government should ensure that more teachers are hired to teach the large number of children enrolled in our schools.
CHAPTER ONE
1.1 THE STUDY’S BACKGROUND
The phenomenon of stress has been extensively researched (Asmussen and Mazon, 1978; Karlson 1979; Jones Bigland, Ritcine and Edward, 1979 and Ikulayo, 1987). Based on the findings of numerous scientific researchers, there is now a general consensus that stress not only can impair performance in virtually all fields of human endeavor, but it can also cause harm and damage to the body if not properly managed.
When most people talk about stress at home or stress at work, they are referring to mental, physical, and emotional stress, and stress can have a negative impact on performance. Stress is neither a good nor a bad phenomenon. Stress is determined by individuals and how they perceive it.
When it comes to stress and man, he is made up of three distinct but interconnected components: the physical body, the soul, and the spirit. Stress and the three components are so intertwined that one influences the others. Individual stress is defined as any interference that disrupts a person’s health, mental and physical well-being. It happens when the body is forced to perform beyond its normal capabilities.
Individuals, families, students, teachers, and society as a whole suffer as a result. Stress manifests itself in a variety of ways. Individuals will experience one of four types of stress at some point in their lives: Eustress, Hyper-Stress, Hypo-Stress, and Distress.
Eustress is distinguished by the state of uphoria, or happiness as a result of good news, promotion, or passing an examination, among other things. Anxiety, frustration, and anger are all associated with distress. Hypostress is characterized by boredom, fatigue, and a lack of stimulation, whereas Hyperstress is characterized by overexcitation and coping with multiple tasks at once, which eventually leads to systematic failure.
However, the causes of stress are not implausible. A stressor is anything that causes stress, such as the death of a spouse, divorce, marital separation, the death of loved ones, the death of a close friend, the death of a close family member, personal, marital reconciliation, pregnancy, business adjustment, job insecurity, the financial state of a school, or church activities.
People who are under severe emotional or mental stress have a much higher risk of heart attack, sudden cardiac arrest, and death than those who have healthy arteries and are under less stress (Adeyemi, 2000). What factors contribute to stress in Nigeria? Nigeria is a multi-ethnic and multi-cultural society. Some of the factors identified as stressors in Nigeria include our cultural influence, economy, life pattern, having too many friends, fear of aging and death, and a lack of motivation at work.
Stress can manifest itself in a variety of ways in people who are under a lot of pressure, such as becoming forgetful. This is not because they have nothing on their mind, but because their mind is overburdened with too many thoughts. Stress causes loss of concentration, forgetfulness, and inability to perform; individuals become hypersensitive, restless, and confused as a result of so many thoughts racing through their minds.
If the individual is a teacher, the students will not be able to perform well academically because they will become irritated and quarrelsome at times (Ayo, 1994). Teachers’ perceptions of the profession, as well as society’s negative attitude toward the teaching profession, have placed them in stressful situations as a result of poverty, all of which have a cascading effect on students’ academic performance in Oshodi Local Government.
1.2 Formulation of the Problem
The study’s goal is to investigate the effects of teachers’ stress on students’ academic performance. There is no doubt that teachers in this part of the world face more stress than their colleagues in other parts of the world, particularly in developed countries. Teachers’ perceptions of the teaching profession, as well as societal negative attitudes toward the teaching profession, have put us in overly stressful situations.
Teachers are generally underpaid in comparison to their contemporaries in the country. They are unable to rent a house of their choice, are unable to meet basic family responsibilities, have low self-esteem, are unable to cope with problem students in the class, have too much workload in the area of lesson notes, marking, recording, or grading, teaching, jealousy among colleagues, job insecurity, all of these are enough to make teachers in schools stressed, and thus have an effect on students’ academic performance.
Among these are absent-mindedness, fatigue, and, as the adage goes, “a hungry man is an angry man,” which results in poor performance and loss of concentration. When a person becomes hypersensitive and restless, he experiences mental confusion.
The blood pressure rises dramatically, causing an individual analgesic to experience a nagging headache that does not respond to common analgesics, stomach disorders such as diarrhoea, constipation, and general body pains that may be worse in certain areas.
However, when the effects of stress have a significant impact on the body, the teacher in question may experience hyperexcitement, depression, or high blood pressures, as well as drying of the throat and mouth. Under these conditions, the teacher is nothing more than a mere image in front of the classroom.
Teachers experience stress-related symptoms such as teeth grinding, sweating, frequent need to urinate, diarrhoea, indigestion, tension, neck pain, compulsive eating, and increased smoking, all of which have a negative impact on students’ academic performance.
It is now time to address this issue once and for all, to examine the precise meaning of stress to teachers, to examine the possible causes, and to prefer remedies to the effects of stress.
1.3 What Is the Study’s Purpose?
The study’s objectives are to look into the term “stress” and the various types of stress. The researcher will also investigate the potential causes of stress in teachers, as well as the impact of teachers’ stress on students’ academic performance in schools. More importantly, the research will focus on how to manage or treat stress when it arises.
1.4 Questions for Further Research
The research will answer the following questions:
1) What effect does teacher stress have on students’ academic performance in school?
2) Are there any sources of stress for teachers in government schools?
3) Does stress have a negative impact on society?
4) Do we have a solution or remedies for the effects of stress on teachers in schools?
1.5 Hypotheses for Research
In this study, the following hypotheses will be tested in null forms:
1) The stress of teachers will have no effect on students’ academic performance.
2) There is no link between the causes of teachers’ stress and students’ academic performance.
3) There will be no relationship between the effect of stress in society and the academic performance of students.
4) There is no link between teachers’ emotional stress and students’ academic performance.
1.6 Importance of the Research
The people listed below will benefit from this research:
1) Teachers – Teachers who experience stress as a result of their school workloads will benefit from the study’s findings and recommendations, as they will help them identify some of the problems caused by stress and how to avoid them. Many teachers will gain a better understanding of the effects of stress, such as illness, which can lead to poor work performance and even death, as a result of this study. As a result, they would avoid situations that could cause them to become stressed.
2) Students – Students at all levels will benefit from this study because it will enable them to identify stressful conditions associated with their studies and learn how to avoid or manage stressful conditions, as stress is an unavoidable issue in life.
3) Government – The government, particularly the Ministry of Education, will gain a better understanding of the negative effects of stress on the teaching and learning processes of both teachers and students in the school system as a result of this study. It will also benefit workers who are not in the teaching profession.
The study’s findings and recommendations would allow governments to develop education policies that would be less stressful for school workers and students.
4) The School Authority – The school authority will be able to collect necessary information on the effects of stress on teachers’ and students’ learning outcomes in the school sector, as well as find solutions to the problem.
5) The Society – The society and new researchers will benefit greatly from this study because it will serve as a reference material for them and will provide them with valuable insight into the effect of teacher stress on student academic performance.
1.7 Scope of the Research
The study will look at the effects of teachers’ stress on students’ academic performance in selected secondary schools in Lagos State’s Oshodi Local Government Area.
1.8 Definition of Terms In this study, the following operational terms will be defined:
1. Stress – According to Anozie (1990), stress is a negative feeling or unpleasant emotional state caused by studying or performing a learning task as a student or performing a teaching task as a teacher. It is a response to a difficult demand or event.
For example, teachers’ performance and teaching duties in stressful situations, such as a lack of a conducive environment in which there is a shortage of equipment and other school facilities required for quality teaching and learning. As a result, teachers are subjected to arduous tasks while performing their teaching duties, causing them to perform their duties in a manner devoid of accuracy and quality.
2. Environmental Concerns– According to Ayodele (1974), this refers to all of the external conditions that influence growth and development. The natural conditions in which man lives, such as air, land, and water. This implies that the working conditions for teachers, particularly in the public school sector, are deplorable.
For example, the school environment in many Lagos State schools does not provide anyone with a reason to complain. This is due to the fact that many schools today. There is a problem with classrooms where students are taught in overcrowded rooms with 50 – 80 students.
This situation does not allow the teacher to fully express himself, nor does it allow it to assess the children in accordance with school rules. This has resulted in the teacher’s work going unfinished, affecting the academic performance of the students who learn under such conditions.
Furthermore, the government does not provide teachers with an enabling environment in which to perform their duties, which has resulted in numerous gaps in the teaching and learning process.
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THE EFFECT OF TEACHERS STRESS ON STUDENTS ACADEMIC PERFORMANCE IN SOME SELECTED SCHOOLS
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