Benue State University, Makurdi

OCCUPATIONAL STRESS AND TECAHERS’ JOB EFFECIVENESS IN SECONDARY SCHOOLS IN THE NORTH CENTRAL STATES, NIGERIA

Mailumo Pius Iorwashima PhD
Department of Educational Foundations and Management
College of Education Katsina-Ala, Benue State

Ivagher, Ezekiel Dondo PhD
Department of Educational Foundations,
Benue State University, Makurdi

Abstract

This study investigated occupational stress and teachers’ job effectiveness in secondary schools in North Central States, Nigeria. Two research questions guided the study while two hypotheses were tested. Descriptive survey research design was adopted for the study. The population of the study comprised 34,473 teachers in 1, 949public secondary schools in the North Central States of Nigeria. A sample of 1034 teachers representing 3% was selected from 58 public secondary schools and used for the study. Multistage sampling techniques were used to select the respondents for the study. A 35-item structured four-point scale questionnaire titled “Influence of Teachers’ Occupational Stress Questionnaire (ITOSQ)” and interview schedule were used for data collection. The instrument was validated by three experts in Educational Management and Measurement and Evaluation. The reliability of the instrument was tested and yielded a Cronbach Alpha Coefficient of 0.90 which was considered high enough and reliable to be used for field survey. Data obtained from the study were analyzed using descriptive and inferential statistics. Mean and standard deviation were used to answer the research questions. Frequency, percentages and charts were used in testing the responses from the interview while the chi-square (χ 2 ) test of goodness of-fit was used to test the null hypotheses at 0.05 level of significance. The findings indicated that stress due to unconducive working environment and inadequate infrastructural facilities has significant negative influence on teachers’ job effectiveness in secondary schools. It was recommended among others that management of secondary schools, that is the government, parents and other education stakeholders should make teachers work environment more conducive by giving more attention to the motivational needs of teachers such as fringe benefits, good offices, canteen and good recreation centres.

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