Stress and job performance of basic schools teachers in Asikuma Odoben Brakwa district, Ghana

Abstract

This study explored the effects of stress on the job performance of teachers in the Asikuma Odoben Brakwa District of Ghana. Mixed method research was used, underpinned by pragmatism and an explanatory sequential design. The sampling procedures adopted for the quantitative phase of the study were stratified and simple random sampling techniques. Participants sampled were 237 teachers out of which 159 were male and 78 were females. Participants responded to closed ended questions for the quantitative phase of the study, while 6 of the participants, 3 males and 3 females, were purposively selected and interviewed for the qualitative phase. The quantitative data gathered was analysed using independent sample t-test, Pearson Product Moment Correlation, frequencies, means and standard deviation while the qualitative data was used to elaborate the quantitative result when necessary. The study revealed that lack of resources, poorly defined discipline policy, students disrespecting teachers‟ authority, increase in workload, changes in educational policies and programmes, large class size etc. were some of the causes of stress among teachers. Also, the study revealed that stress influenced teachers‟ job performance negatively. Again, the study identified that manifestations of stress among teachers were psychological, emotional and physical: frustration, unusual sleeping, anxiousness, headaches, joint pains etc. Therefore, it was recommended that Ghana Education Service should enhance the conditions of service of teachers especially those posted to villages. Also, the District Education Directorate should provide seminars and training for teachers on stress in order for them to build resilience to stress.