Job Stress as a Sociological Predictor Teachers’ Effectiveness in Senior Secondary Schools in Federal Capital Territory Abuja, Nigeria

Apeh H.A.^1, , Usman M.B.² and Idris M.A.¹

¹Department of Educational Foundations, University of Abuja, Abuja-Nigeria

²Department of Guidance and Counselling, University of Abuja, Abuja-Nigeria

Cite this paper:
Apeh H.A., Usman M.B. and Idris M.A.. Job Stress as a Sociological Predictor Teachers’ Effectiveness in Senior Secondary Schools in Federal Capital Territory Abuja, Nigeria. American Journal of Educational Research. 2020; 8(5):347-352. doi: 10.12691/education-8-5-19

Abstract

The study investigated teacher's job stress as a psychological predictor of senior secondary school teachers' effectiveness in the Federal Capital Territory Abuja, Nigeria. The study employed a descriptive survey design. One hundred and sixty-eight participants (principals and teachers) were drawn from the sampled schools. Two self-designed instruments namely: Teachers' Job Stress Scale (TJSS) and Principals' Assessment of Teachers Instrument (PATEI) were duly validated and tested for reliability were used to obtain information from the participants. Data collected were analyzed using descriptive and inferential statistics (Regression and t-test). The study revealed that teacher's effectiveness was poor and job stress low. There was negative and no significant relationship between teachers' job stress and effectiveness. Thus, increase in stress may not lead to increase in teaching effectiveness. There was also no gender difference in job effectiveness and stress among teachers. It is recommended that; stressing conditions be addressed and necessary palliatives be made available to relieve the teacher and thus improve overall teaching effectiveness.

Keywords:
job stress sociological predictor teachers’ effectiveness

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