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The role of the principal in the management of teacher stress in selected secondary schools in ChatsworthGovender, Magesvari January 2002 (has links)
Mini-dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, 2002. / South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the / M
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Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football CoachesBraswell, Ray 08 1900 (has links)
The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.
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A study of stress among Hong Kong teachersSung, Wing-lin, Olivia., 宋永蓮. January 1993 (has links)
published_or_final_version / Education / Master / Master of Education
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Teacher stress and coping strategies during the closure of a primary schoolYip, Fung-ming., 葉鳳鳴. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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Work engagement, organisational commitment, job resources and job demands of teachers working within two former model C high schools in Durban North, KwaZulu-Natal.Field, Lyndsay Kristine. January 2011 (has links)
Orientation: Teachers have a vital role to play within any society. Of late, it can be seen that,
generally, teachers within South African schools are becoming increasingly unhappy and
dissatisfied with their work. This can be seen as a result of the various strikes and protests
over the recent years. Since the South African education system is still very much fragmented
and unequal, a legacy of the apartheid era, teachers working within former model C schools,
in particular, can be seen as having numerous job demands placed on them in spite of low
levels of job resources with which to cope. It is thus important to determine the impact that
certain job resources and job demands have on the levels of work engagement and
organisational commitment of teachers working within former model C schools in particular. Research Purpose: The purpose of this research was three-fold. Firstly, to determine the
relationship between work engagement, organisational commitment, job resources and job
demands. Secondly, to determine whether a differentiated approach to job demands
(challenge demands and hindrance demands) impacted on positive organisational outcomes,
such as work engagement. Thirdly, to determine the mediating role of work engagement in
the relationship between certain job resources and organisational commitment; and between
challenge job demands and organisational commitment. Motivation for the Study: This study was aimed at enabling an identification of the
relationship between work engagement, organisational commitment, job resources and job
demands. Further, the study was aimed at identifying the impacting role that specific job
resources and job demands have on positive organisational outcomes, such as work
engagement and organisational commitment. Research Design, Approach and Method: A cross-sectional survey design was used. A
sample (n= 117) was taken from teachers working at former model C high schools in Durban
North, KwaZulu-Natal. A demographic questionnaire, Utrecht Work Engagement Scale
(UWES), Organisational Commitment Questionnaire (OCQ) and Job Demands-Resources
Scale (JDRS) were used to collect data from the sample. Main Findings: The findings of the study suggest that job resources are positively related to
work engagement. The differentiated classification of job demands within the study was
tested in terms of its relationship with work engagement. Interestingly it was found that
overload (a challenge job demand) was both statistically as well as practically significantly
related to work engagement; while job insecurity (a hindrance job demand) was not. Further,
it was found that the job resources of organisational support and growth opportunities held
predictive value for work engagement. Lastly, findings suggested that work engagement
mediated the relationship between job resources and the positive organisational outcome of
organisational commitment. The hypothesised mediating role that work engagement could
play in the relationship between overload (a challenge job demand) and organisational
commitment could not be tested in the present study.
Practical/Managerial Implications: Job resources play a vital role in harnessing positive
organisational outcomes such as work engagement and organisational commitment. Further,
some job demands are positively related to work engagement. Therefore, managers and heads
of schools need to look seriously at evaluating the state of the job demands and resources that
are available to their teaching staff, and implement interventions that could increase various
job resources and decrease major hindrance demands faced by teachers. These interventions
could go a great way in developing more work-engaged as well as organisationally
committed teachers. Contribution/Value-Add: The present research study contributes greatly to the knowledge
pertaining to teachers working within former model C high schools within South Africa.
Further the present study can be seen to extend the existing literature with regards to the Job
Demands-Resource Model by adopting a differentiated approach to job demands and thus
consequently investigating the positive relationships that certain job demands may have in
terms of organisational outcomes. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.
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Job demands and job resources as antecedents of work engagement among school educators in Pietermaritzburg, KwaZulu-Natal.Main, Katherine. January 2012 (has links)
The objective of this study is to assess the relationship between work engagement, job demands and job resources in a sample of educators. A cross-sectional survey design was used. Convenience samples (N = 157) were taken of educators in an area of Pietermaritzburg, KwaZulu-Natal. The Utrecht Work Engagement Scale and the Job Demands Resources Scale were administered to the sample of educators. The results showed that job resources are significant predictors of work engagement. Also, growth opportunities and organisational support played a major role in educators’ engagement and thus needs to be made a priority in the education system. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.
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Occupational stress, psychological capital, happiness and turnover intentions among teachers.Kesari, Serena. January 2013 (has links)
The occupational field of teaching is under attack as it faces high turnover rates– ultimately resulting in a weakening of the educational system. The present study is rooted in Fredrickson‟s Broaden and Build theory and aimed to examine the relationship between occupational stress, psychological capital, happiness and turnover intentions among teachers. Studies have found that positive emotions (psychological capital or happiness) can alleviate turnover intentions among teachers. A quantitative research design was used to collect data. The study took the form of a cross sectional survey design with a random sample (N-140) of teachers from 7 different schools in the Durban, Kwazulu Natal region. The data was collected with the use of five questionnaires. These included a biographical questionnaire, Teacher Stress Inventory, Psychological Capital Questionnaire, Orientation to Happiness Scale and the Turnover Intention Scale. Data analysis included descriptive and inferential statistics which was conducted on the statistical program SPSS 18. The results were as follows: firstly, the teachers in this study reported general work stress (poor organisational management, role ambiguity and job satisfaction) and task stress to be the principle stressors in their occupational field. Secondly, the teachers in the present study reported experiencing positive emotions such as pleasure, meaning and engagement. Third, practically and statistically significant relationships were found between work related stress and task stress, PsyCap and pleasure and meaning, PsyCap and engagement, PsyCap and turnover intentions and between pleasure and meaning and engagement. From the above relationships, it can be seen that PsyCap promotes positive experiences in stressful occupational environments. Hence, the lack of PsyCap has the potential to exacerbate the experience of turnover intentions amongst teachers. Lastly, the results confirmed that psychological capital is a predictor of pleasure and meaning amongst teachers despite their stressful occupational field. Thus, the results showed that positive emotions and psychological capital may have the potential to alleviate turnover intentions amongst teachers. The present study is limited in the following ways: First, is the poor response rate (65%), thus reducing the sample size to 91. Second, this study used a cross-sectional research design as opposed to a longitudinal research design. Therefore, the results of this study cannot determine causality between the variables. Lastly, the data came from self-reported questionnaires, this can affect the reliability and validity of the data. As the participants may have answered the questions to reflect more socially acceptable responses. Although this study has limitations it acts as a starting point for research on the positive psychological perspective on the constructs occupational stress, PsyCap, happiness and turnover intentions. Specifically, future studies should focus on examining and developing hope optimism and self-efficacy amongst teachers as the present study found that the above three constructs of PsyCap contributed to positive emotions such as engagement amongst teachers. An improved understanding of the above constructs is a step toward alleviating turnover intentions amongst teachers and possibly other occupational fields. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.
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The influence of role-related stressors on educator burnout.Moodley, Krishnan. January 2001 (has links)
This study examined the relationship between select role-related stressors, as measured by the Teacher Stress Measure, as well as the background variables of gender, years of experience as aspects of educator burnout, as measured by the Maslach Burnout Inventory (MBI). From a sample of 104 educators from schools in the Pietermaritzburg region, it was found that burnout is exhibited largely through feelings of emotional exhaustion, depersonalization and lack of personal accomplishment. While both males and females appear to be affected similarly, the less experienced educators appeared to be more susceptible to burnout than their more experienced counterparts. This study also indicated that stressors such as redeployment, promotion and salary correlated with burnout, although not significantly. Learner pressures, lack of support and recognition, poor interpersonal relationships, role ambiguity, role conflict, lack of decision-making and role insufficiency (which encapsulates the issue of Outcomes Based Education) were found to have a significant influence on educator burnout. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
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Teachers teaching in adversarial conditions : a narrative inquiry.Varathaiah, Moses Krishnamurthi. January 2011 (has links)
This study explores the concepts of adversity, the facets of adversity and the nature of
adversity and how teachers cope under these adversarial conditions. Adversity is a
phenomenon that is challenging to grasp yet it affects people daily. In this study, “those
people” are the teachers whom I have engaged with. Adversity comes in different forms and
under different circumstances and is very much a part of every persons life. These forms
include physical structures, emotional inter-relationships and social interaction with teachers,
learners and the community. Adversity in the context of this study means to have a great
measure of misfortune, hardships, difficulty, danger, harsh conditions and hard times as these
have negative connotations to it.
The participants in this study share, impart, reveal and disclose both their personal
experiences at home, with their families and professional experiences at school with the main
stakeholders being the learners. The professional experience of adversity includes teacher
intensification, for example, more administrative work, large class sizes, teaching second and
third language learners, lack of promotion opportunities, educators with HIV/ AIDS, lack of
educational resources such as computers and overhead projectors, changing curriculum,
multicultural educational challenges, more meetings during school time and school fund
raising. Educators salaries and their qualifications were another issue that needed to be
addressed. Teachers reflect on their efforts to pursue tertiary studies, the cost they have
incurred and the sacrifices they have made to achieve their diplomas and degrees. With this in
mind teachers find that the remuneration they receive for the sacrifices they have made
certainly do not match the efforts of their endeavors. Years of studying and the intellectual
capacity needed to acquire a teaching diploma and degree remain unrewarded. Teachers
continue to compare the salaries of employees in the private sector to those of the public
sector. Teaching therefore, seems to more of a service than that of a ‘job’. The financial
rewards for teachers continue to allude them. The state does not provide sufficient incentives
for teachers to remain in the profession. Therefore, many teachers look for ‘greener pastures’
.Teachers find employment outside the teaching profession in the private sector or even
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emigrate to cities like London to seek better financial rewards. Teachers acknowledge that to
teach, one requires passion and dedication and zeal for it.
This study concentrates on how teachers cope, manage, handle and deal with such
conditions in the school setting. These conditions include high volumes of administration,
learner apathy, miscommunication with senior management and the employer, handling
difficult learners and parents and coping with limited resources. This study reveals how
teachers survive these difficult conditions. It further explores the reasons and factors that
motivate these teachers to continue teaching. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Teacher attrition : experiences of four school principals in the Umlazi District.Meyiwa, Nompumelelo Priscilla. January 2011 (has links)
Teacher attrition is common in developed, developing and underdeveloped countries. School
principals are tasked with a responsibility to oversee that teaching and learning takes place as
smoothly and efficiently as possible and to handle whatever disturbance that takes place in a
school including teacher. Teacher attrition affects them directly as it interferes with planning
and daily routine in the school. There are many factors which influence teacher attrition such
as poor working conditions, poor pay, stress, pursuit of “greener pastures” and many others.
This study seeks to explore and document the experiences of school principals regarding
teacher attrition. It is a case study of four school principals from Umlazi district. The main
research question is: What are the experiences of school principals with regards to teacher
attrition? The purpose is to document the experiences of school principals and; to identify
factors which influence teacher attrition. I intend to examine challenges experienced by
principals with regards to teacher attrition and to find out how principals manage these
challenges.
This is a qualitative study from an interpretive approach. It explores the experiences of school
principals after a teacher transfers, resigns or even dies. Case study is used because of the
nature of the study (small scale). Semi-structured interviews were used to collect data. These
recorded and transcriptions were done personally. Data was coded according to emerging
themes during analysis then interpreted in order to make meaning. Sampling is purposeful
and school principals both at Primary and Secondary school level are the respondents as I
believed their experiences would not be the same. The findings revealed that the common
experiences of school principals during teacher attrition were frustration and stress;
disruption of learning and compromised student performance and lack of support of the
Department of Education. Resignations were influenced by job dissatisfaction and jobrelated
stress. These forced teachers to pursue “greener pastures” in the business sector as
well as private sector. It also emerged that school principals were experiencing a lot of
frustrating and stressful challenges during teacher attrition and most of them found it hard to
cope with these challenges. They also complained about the lack of support from the
education department. The findings are based only on data collected during interviews.
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These findings are going to help the Department of Education to devise new strategies that
will help school principals cope better with teacher attrition and also find ways of speeding
up the teacher replacement process in order to prevent loss of contact time. Principals also got
a platform to voice their concerns whilst they shared their experiences. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
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