IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 8 NO. 6 2022
DOI: https://doi.org/10.56201/ijee.v8.no6.2022.pg57.64

---

Influence of Gender, Qualification and Experience on Incidence of Stress and Coping Strategies among Primary School Teachers in Ekiti State

Ayobami Alice Agboola 1 , & Ruth Morenike Odewumi

---

Abstract

The study explored the influence of gender, qualification and experience on incidence of stress and coping strategies among primary school teachers. This study adopted descriptive design of research type. The population for the study consisted of primary schools in Ekiti State. The sample consisted of 21 primary schools, 378 teachers participated. Two instruments were used for the study. They are the sources of stress and coping strategies adapted from Ugwuja (2009). When validated by Ugwuja, the instrument yielded the reliability co-efficient indices of .73 for sources of stress, .71 for stress management, and .81 for overall instrument respectively. The data collected were analysed using using Analysis of Variance (ANOVA). The result indicated that significant difference existed in the incidence of stress among primary school teachers in Ekiti state based on gender with male teacher having highest incidence of stress, no significant difference in incidence of stress among primary school teachers in Ekiti state based on teacher qualification and there is no significant difference in incidence of stress among primary school teachers in Ekiti state based on teaching experience. The study recommended that marital counselling should be organized for both the divorcee and married in order to reduce their stress level. The school management should look for a way to reduce the work load of the teachers generally. In addition to this, the government should make teaching more attractive by increasing teacher salary

keywords:

Incidence of stress, Coping Strategies, Qualification and Experience

---

References:

Bada, F. O. & Falana, B. A. (2012). Influence of gender on stress experience of University
Lecturers. European Journal of Business and Social Sciences, 1 (4), 56 – 62.

Izgar, H. (2008). Headteachers’ leadership behavior and problem-solving skills: A comparative
study. Social Behavior and Personality: An international journal, 36, 535-548.

Jarret, M. (2007). Workload and Stress in New Zealand Universities. Wellington: New
Zealand council for Educational Research.

Jepson, W. J. & Forrest, W. (2006). Burnout and self-efficacy: A study on teachers’ beliefs
when implementing an innovative educational system in the Netherlands. British
Journal of Educational Psychology, 72, 227-243.

Kyriacou, C. (2001). Teacher Stress and burnout: An International Review in Educational
Research 29(2). National Forum on Education. Ministry of Nation
Manson, J.W. (2007). Historical review of the Stress field. Journal Human Stress. 2(5), 22-26.

Mazlan, M.P. (2002). High-and Low- Burnout schools: School culture aspects of teacher
burnout. Journal of Educational Research, 84, 325-333.

Morgan, M., & Kitching, K. (2007). Teaching in Disadvantaged School: Job Satisfaction of
Beginning Teachers. In A. L. Gilligan, & P. Downes (Eds.), Educational Disadvantage
in Ireland (pp. 367-378). Dublin: Institute of Public Administration

Ngidi, A., & Sibaya, T. (2008). Burnout in Indian Teachers. Asia Pacific Education Review, 9,
320- 334.

Obayan,P.A.(2006). Revitalizing
Publishers Nigeria Education in Africa. Ibadan; Striling Horden Oshagbemi. T. (2003) Personal Correlates of job satisfaction empirical evidence from U.K
Universities. International Journal of Social Economics, 30 (12), 1210 – 1231.

Segal, D. L., Hook, J. N., & Crolidge, F. L. (2001). Personality dysfunction, coping styles and
clinical symptoms in younger and older adults. Journal of Clinical Geropsychiatry, 7,
201 – 212.

Sukhadeepak, M. (2006). (http:www.lifepositive.com/stress.hml).
Sun, J., Dunne,M.P., Hou,X., & Xu,A. (2011). Educational stress scale for adolescents:
Development, validity, and reliability with Chinese students. Journal of
Psychoeducational Assessment, 29(6), 534–546

Ugwuja, F. U. (2009). Preferred Stress Management Strategies Adopted by the Administrative
Staff of Tertiary Institutions in Federal Capital Territory (FCT), Abuja. Masters
Degree Dissertation, University of Nigeria, Nsukka
Wallnäs & Hampus (2017). The relationship between physical activity, social support and
hardiness as predictors of occupational stress

DOWNLOAD PDF

---

Back