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Stress Management Strategies as Correlate of Effective Teaching Among University Lecturers in Nigeria

Terwase, Victoria Member, Ph. D, CLN, Abah, Anthonia Titi, Ph. D, CLN

Abstract

This study examined stress management strategies as correlates of effective teaching among university lecturers in Nigeria. The research focused specifically on the relationship between time management, social support, and teaching effectiveness. A correlational research design was adopted, and data were collected from 271 lecturers across selected public universities using a structured questionnaire. Data analysis was conducted using descriptive statistics and Pearson Product Moment Correlation to determine the strength and significance of the relationships between the variables. The findings revealed a strong positive correlation between time management and effective teaching (r = 0.681, p < 0.01) and a moderate positive correlation between social support and effective teaching (r = 0.551, p < 0.01). These results indicate that lecturers who plan and prioritize their tasks effectively, as well as those who receive emotional and professional support from colleagues and administrators, are more likely to perform optimally in the classroom. The study concludes that effective stress management enhances lecturers’ instructional quality, classroom engagement, and overall teaching performance. Based on the findings, recommendations include promoting time management training, strengthening institutional social support systems, and implementing structured stress management programs to improve teaching effectiveness. The study contributes to knowledge by providing empirical evidence linking stress management strategies with teaching effectiveness, validating the Transactional Theory of Stress and Coping in the context of Nigerian higher education.

Keywords

Stress managementTime managementSocial supportEffective teachingUniversity lecturersNigeria

References

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