Effects of teacher stress on learner academic performance in rural secondary schools in the Vhembe district
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Date
2018
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Publisher
University of Zululand
Abstract
Teaching is regarded by many as one of the most stressful occupations, as evidenced by reports of academic results consistently poor in rural schools and teachers leaving the profession each day. Stress in general has always been a concern in many schools. The aim of this study was to investigate the effect of teacher stress on learner academic performance in rural secondary schools. This study used both quantitative and qualitative research approaches in which questionnaires and interviews were used for data collection processes. Simple random sampling and purposive sampling procedures were used to select participants from rural secondary schools in Vhembe District with a matric pass rate of less than sixty percent over a period of five years. Quantitative data was analyzed using IBM Statistical package for Social Sciences (SPSS) Version 24 (IBM SPSS statistics), and Atlas.ti Version 6 programme for qualitative data. Results showed that teachers in secondary schools in the rural areas experience high levels of stress which has adverse effects on learner academic performance. These results guided me in developing the Three Pillars Teacher Stress Coping Model to assist teachers in rural areas to alleviate the stress they experience as they promote teaching and learning. The study contributed to the literature on the effect of the experience of stress by teachers on learner academic performance in rural secondary schools.
Description
A dissertation submitted to the Faculty of Education in fulfillment of the requirements of the Degree of Doctor Of Education in the Department of Educational Psychology at the University of Zululand, 2018
Keywords
effect of stress --teacher stress --learner academic performance --rural schools --teaching and learning