Teacher stress in primary schools at eNsingweni circuit

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dc.contributor.advisorGabela, R.V.
dc.contributor.advisorLegotlo, M.W.
dc.contributor.authorMaphalala, Mncedisi Christian
dc.date.accessioned2014-04-16T07:04:28Z
dc.date.available2014-04-16T07:04:28Z
dc.date.issued2002
dc.descriptionSubmitted in partial fulfilment of the requirements for the degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2002.en_US
dc.description.abstractThe object of this study was to determine teacher stress in primary schools at Ensingweni Circuit. The first aim was to determine through literature the characteristics of stress, its causes and effects. The second aim was to conduct an empirical investigation into stress among educators at Ensingweni Circuit. The last aim was to present finds, and recommendations, which emanate from the study. A questionnaire was developed by the investigators, which measured the extent to which educators experienced stress in their working environment. By using the questionnaire the investigator was interested in determining which teaching stressors educators found most stressful. Some 71% females and 29% males educators of primary schools at Ensingweni Circuit filled out questionnaires. The teaching stressors which this sample of educators found stressful, in order of most to least stressful, were curriculum changes, work load pressures, job insecurity, poor relationship with colleagues, reward and recognition, learners discipline problems, poor rapport with management and role ambiguity. In terms of factors associated with teacher stress, the results showed that a combination of outside and inside were associated with teacher stress. In terms of inside factors, organisational stressors and classroom stressors were associated with teacher stress. In terms of outside stressors minimal general life stressors were also found to be associated with teacher stress. The problems educators viewed as most stressful are consistent with other studies on teacher stress, namely policy changes. time-workload pressures and classroom discipline. These studies were conducted by Bernard (1989) Gold & Roth (1993) and Cole & Walker (1989). The last chapter of this study recommends a variety of strategies that could be employed by educators to alleviate stress in teaching.en_US
dc.identifier.other268089
dc.identifier.urihttps://hdl.handle.net/10530/1307
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectJob stress--South Africaen_US
dc.subjectTeachers--Job stressen_US
dc.subjectEducation, Primaryen_US
dc.titleTeacher stress in primary schools at eNsingweni circuiten_US
dc.typeThesisen_US
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