School teachers in post-covid-19 era perceived stress, sense of self efficacy and quality of life

Abstract

The purpose of this study was to examine the relationship among basic school teachers’ perceived stress, teacher sense of self-efficacy, and professional quality of life. A quantitative research approach using a cross-sectional correlation design was with 113 basic school teachers who had been purposively and conveniently sampled within the Ghana Education Service's Ga South Municipality. Using the Perceived Stress Scale, Teacher Sense of Self Efficacy Scale, and Professional Quality of Life (PROQoL) Scale, results indicated that except compassion satisfaction, a factor within PROQoL, there were no significant gender differences in all other variables. Furthermore, the research findings established a significant relationship among perceived stress, compassion satisfaction, and compassion fatigue. Higher levels of perceived stress were associated with decreased compassion satisfaction and increased burnout. There was a positive relationship between efficacy in student engagement and compassion satisfaction. Based on these findings, recommendations have been made to promote the well-being of basic schoolteachers. It is suggested that stress management programs tailored to teachers' needs be developed and implemented. Fostering positive cognitive appraisals through training and support systems, promoting self-care practices, and providing resources to address burnout and secondary traumatic stress are also recommended