The prevalence and management of stressors experienced by foundation phase teachers in rural Mbombela schools

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dc.contributor.advisorGovender, S.
dc.contributor.authorMabuza, Pertunia Thobile
dc.date.accessioned2019-09-26T11:46:57Z
dc.date.available2019-09-26T11:46:57Z
dc.date.issued2019
dc.descriptionSubmitted in fulfilment of the requirements of the Master in Education in the Department of Educational Psychology and Special Education in the Faculty of education at the University of Zululand, 2019.en_US
dc.description.abstractThis study forms part of an ongoing attempt to understand the prevalence and management of stressors experienced by teachers. The main focus for this study is foundation phase teachers in rural Mbombela schools. Quantitative and qualitative measures were used in order to gain more insight into the prevalence and management of stressors experienced by teachers. A questionnaire with open-ended and closed-ended questionnaires was used to collect data. The results of the study indicated a high prevalence of foundation phase teachers experiencing stressors. There was also an indication that the teachers do have the necessary skills to cope with stressors that they experience as a result of their teaching and learning environment. Exercise, spirituality and planning were the main techniques teachers used in the management of stressors. Recommendations were made in order to assist teachers with the management of stressors they experience as a result of their teaching and learning environment. Avenues for further research are also discussed.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1834
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectFoundation phase teachersen_US
dc.subjectManagement of stressorsen_US
dc.titleThe prevalence and management of stressors experienced by foundation phase teachers in rural Mbombela schoolsen_US
dc.typeThesisen_US
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