ABSTRACT
This study examined the perceived influence of Administrator's Stress Management practices and teachers’ task performance in secondary schools in Abia State. The study was guided by six research questions and six null hypotheses. It adopted descriptive survey design. The instrument used for data collection was perceived influence of Administrator's stress management practices and teachers' task performance questionnaire (PLASPTTPQ). The instrument was validated by three experts, two from Department of Educational Management and planning and one from Department of Science Education all from College of Education, Michael Okpara University of Agriculture, Umudike. The instrument for data were collected by the researcher with the help of three (3) research assistants. Out of the fifty copies of questionnaires administered 42 representing 84 percent of the instrument distribution were returned and used for data analysis. Reliability index of 0.79 using Cronbach Alpha was obtained for the instrument. Data obtained for the study were analyzed using mean and standard deviation for the research questions and the hypotheses were tested using t-test for independent means at 0.05 level of significance. It was found from the result of data analysis that Administrator's stress management practices influence teacher's task performance. It was then recommended that adequate provision of teaching facilities be made by the stakeholders among others. From the findings it was recommended among others, that similar study should be carried out in other states of the federation. Also, a correctional study between administrators stress management practice on teacher's task performance could be carried out in Abia State or other states of the federation
TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER 1:
INTRODUCTION 1
1.2 Statement of the Problem 10
1.3 Purpose of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 12
1.6 Significance of the Study 13
1.7 Scope of the Study 14
CHAPTER 2: REVIEW OF RELATED LITERATURE 16
2.1 Conceptual Framework 16
2.1.1 Secondary
education 16
2.1.2 Stress 17
2.1.3 Fast facts on stress 18
2.1.4 Effect of stress 18
2.1.5 Types of stress 19
2.1.6 Causes of stress 20
2.1.7 Sources of stress 21
2.1.8 Stress
management practices 22
2.1.9 Teachers stress management practices 23
2.1.10 Other stress management practices 26
2.1.11
Economics factors on stress management practices 26
2.1.12
Coping on stress management practices 29
2.1.13 Physical
exercise and teachers task performance 30
2.1.15 Time management practice
and teachers task performance 31
2.1.16 Stress management practices
and teachers task performance 31
2.1.17 School facilities 33
2.1.18 Teaching facilities 35
2.1.19 Learning facilities 36
2.1.20 Components of school facilities 37
2.1.21 Importance of school facilities 38
2.2 Theoretical Framework 42
2.2.1 General adaptation syndrome
of stress theory (by Selye, 1956) 42
2.2.2 Socio
technical system theory by Eric L. Trist (1981) 43
2.2.3 Congruities
appraisal theory of stress by Folkman and Lazarus (1984) 44
2.3 Review of Empirical
Studies 45
2.4 Summary of Reviewed
Related Literature 55
CHAPTER 3: METHODOLOGY 57
3.1 Design
of the Study 57
3.2 Area
of the Study 57
3.3 Population
of the Study 58
3.4 Sample
and Sampling Technique 58
3.5 Instruments
for Data Collection 59
3.6 Validation
of the Instruments 59
3.7 Reliability
of the Instruments 60
3.8 Method
of Data Collection 60
3.9 Method of Data Analysis 61
CHAPTER 4: RESULTS AND DISCUSSION 62
1.1
Results 62
4.2 Findings of the Study 73
4.3 Discussion of the Findings 75
CHAPTER 5:
SUMMARY, CONCLUSION AND RECOMMENDATION 78
5.1 Summary
78
5.2 Conclusion 79
5.3 Educational Implications 79
5.4 Recommendations 80
5.5 Limitation for the Study 81
5.6 Suggestions for Further Study 81
References
LIST OF TABLES
4.1: Mean responses on extent administrators’
time management practice
influence principals and
teachers task performance 62
4.2: t-test analysis of mean rating scores of
principals and teachers on the
extent
administrators’ time management practice influence teachers’
task performance. 63
4.3: Mean responses on extent
administrators’ adequate provision of
teaching facilities influence principals and teachers task performance
in secondary schools 64
4.4: t-test analysis of mean responses of
principals and teachers on the extent
of administrators’ adequate provision of
teaching facilities influence
teachers’ task performance 65
4.5: Mean responses on of principals and
teacher on extent administrators’
interpersonal relationship influence
teachers task performance in secondary
schools 66
4.6: t-test analysis of mean responses of
principals and teachers on the extent
of administrators’
interpersonal relationship influence teachers’
task performance 67
4.7: Mean rating score of principals and
teachers on extent of administrators
effective communication influence
task performances in secondary
schools 68
4.8: t-test analysis of mean responses of
principals and teachers on the extent
of administrators’
effective communication influence teachers’
task performance 69
4.9: Mean rating score of principals and teachers
on extent of administrators’
promotion of adequate working
condition influence task performance
in secondary schools 70
4.10: t-test analysis of mean responses of
principals and teachers on the extent
of administrators’ promotion of
adequate working conditions influence
task performance in secondary
schools 71
4.11: Mean rating score of principals and teachers
on extent of administrators’
staff relaxation practice influence
principals and teachers’ task
performance in secondary schools 72
4.12: t-test analysis of mean responses of
principals and teachers on the extent
of staff relaxation practice
influence task performance in secondary
schools 73
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND
TO THE STUDY
The goal
of education in developing countries like Nigeria is to equip students with new
skills, tacit knowledge, cultures, attitudes, behaviors and innovative ways of
solving day to day problems in life. Education is aimed at supplying the
economy with human capital that can convert efficiently other resources into
output of high value for quality life (UNESCO, 2010). To attain quality
education for sustainable development, the teacher as the core instiller of
knowledge should be well motivated, healthy and satisfied with the job for
excellent performance (KUPPET, Muiga, Kepha & Mike, (2016).
Unfortunately, previous studies indicate that teachers are usually under
work-related stress hence not able to achieve the expected high levels of
performance leading to ineffective education and delays in national and global
development (Kyriacou & Chien, as cited in Muiga, Kepha & Mike, (2016). Many researchers agree that job
dissatisfaction caused by multiple factors (stressors) leads to teacher’
stress, ill health, poor performance and eventually high teacher turnover
(Borg, 2010).
It is a commonly held belief that teaching
can be a highly stressful profession (Jarvis, cited in Nwimo & Onwunaka, 2015). The National Union of Teachers (NUT) reported that stress is one of the
biggest problems facing teachers, and that it is the main health and safety
concern in four out of five schools studied (NUT as cited in Nwimo and
Onwunaka, 2015). According to Travers and Cooper as cited in Nwimo and Onwukana,(2015),compared to other
occupational groups (e.g., doctors, dentists, nurses) teachers experience lower
job satisfaction and poorer mental health, such as anxiety, depression and
stress.
Stress
is the opposite of rest. Stress has become a phenomenon that is attracting public
attention in developing countries. Stress has been conceptualized as the change
in one‘s physical or mental state in response to situations (stressors) that
pose challenge or threat to one‘s state of health (Zimbardo, Weber &
Johnson, 2013). The Spaho (2011) sees stress as the brain‘s response to any
demand. Though stress can help people achieve their goals and propel them
through challenging situations, it can also become burdensome causing one to
experience significant emotional distress and physical illness. It is a
situation or circumstance that requires behavioural adjustment. It is a
catalytic agent to other chronic diseases (Colligan & Higgi, 2015).
Mgbodile as cited in Oforjindu (2011) sees stress as a condition or situation,
internal or external that imposes demand for adjustment on the individual.
Therefore stress is the pressure or worry on our bodies as a result of problems
we encounter in our daily living.
Stress is a global
phenomenon whose presence in a workplace is palpable. It is unavoidable and
dreads, yet an imperative park of every day’s life. Stress is usually seen or
thought of as only damaging to mental, physical and emotional health but it is
a strong tide for motivating people to live actively and productively. Every
human is faced with bundles of wants, responsibilities and relationships,
efforts made towards satisfying them tend to put individuals in a stressful
situation. There is need to have good conceptual framework of stress.
According to Aleeta (2010), stress is a condition that
results when a person’s environmental transactions lead him or her to perceive
a discrepancy whether real or between the demands of the situations and the
resources of the individual’s biological physiological and social system. Selye
in Obi and Obi (2017) define stress as physical and physiological
reactions or response of the body to demanding stimulus events. From the above
definitions, stress is therefore, the non-specific reactions of the body to the
demands made on it by external and internal stimulus events called stressors.
Stress is of various types. The two major types of stress are positive stress
(Eustress) and negative stress (Distress). Positive stress (eustress) stimulates, invigorates and enriches
life. It prepares the mind and body for optimum functioning. In the words of
Selye in Obi and Obi (2017), it leads to fulfillment and achievement of goals
and objectives as well as motivating individuals to take actions. Negative stress on the hand is known as distress that
has harmful effects to the body. Intense prolonged and unrelenting stress
carries with it the potential to cause low productivity, inefficiency and
breakdown in health as it affects organs’ functioning. It also upsets the
physical and physiological balance.
Ikeotuonye (2009) identifies four type of stress as normal stress, acute stress, chronic stress
and crisis stress. Normal stress occurs when the arousal
stress is mild and short-lived. The experience is with minor problems of
everyday life. It can occur after a day’s job but easily over corned after a
brief rest. Acute stress occurs when the state of stress is
intense but short-lived. For instance, an experience of one-minute serious air
turbulence while in the plane. Chronic stress manifests when the state
of stress is prolonged and the individual’s adaptive capacities are taxed for
relatively longer period. An example is a case of lasting illness. Crisis stress occurs as a result of stressful life events. For instance, cases of loss
of a loved one, a great financial misfortune or imprisonment for many years
with hard labour. Stress is therefore, very difficult to avoid as long as
demands are made on the body. There is then need to find out the causes of
stress. The inevitability of stress in life stems from the facts that humans
are exposed to stress every moment of their lives as they carry out daily
activities. These activities or event are sources of both satisfaction and
stress, because individuals are expected to make adjustments towards inherent
difficulties, uncertainties, disappointments, dangers, successes and failure.
No wonder, Greenberg (2011) defined circumstances that cause stress as
stressors of varying severity and duration. Stressors according to Ellis (2016)
are grouped into three viz: catastrophic event, major life event and daily life
hassles, sex stressors, learned helplessness, environmental stressors.
Catastrophes are sudden and often life -threatening calamity or disasters that
push people to outer limits of their coping capacity. Examples of the catastrophes
are natural disasters such as earthquakes fire out breaks, flood, wars, torture
automobile accidents, violent physical attacks and sexual assaults.
Catastrophes often continue to affect victim’s mental health long after the
event has ended.
Catastrophes can lead to
major life changes. Major life changes refer to death of a spouse or family
member, divorce, loses of job, illness or disability. Major life change
stressors are personal stressors which produce immediate major reaction that
soon tapers off (e.g. Stress arising from loss of loved one). Daily hassles
pertain to individual’s jobs, personal relationships and everyday living
circumstances. For example living in a noisy neighborhood, work in a heavy
traffic, disliking fellow worker, financial inadequacies, long queues, loss of
valuables, job dissatisfaction, threats to life and property, inability to make
ends meet among others. Stress has causes and sources as well as effects. The
effects of stress manifest as an end result after passing through the stressor.
The impact can’t be over emphasized. For individual effectiveness; everybody
requires a moderate degree of stress as a motivation to initiate action.
Teachers are the individuals who underwent and completed in a formal teacher
training institution, a planned programme of training (Obot, 2005). Alayi
(2003) defined teachers as the individuals and group of individuals trained to
facilitate learning of children, youths and adults learners to acquire
necessary knowledge, values, attitudes and skills that will enable them to live
in harmony and productively in their communities and global community. These
teachers have various roles and tasks or duties to perform. These roles of
teachers are also described as tasks or duties and are numerous. The foremost
task is the teaching. The teachers also perform administrative tasks, sporting
and keep fit task, student welfare, dormitory/Hostel management,
extracurricular activities, instructional delivery tasks and classroom
management task.
Each profession causes a
specific level of stress. However, teaching is one such profession that causes
more stress compared to other professions (Hargreaves, as cited in Nwimo &
Onwunaka, 2015). Stress affects both the teacher and the learners in the
teaching process. Kyriacou as cited in Nwimo and Onwunaka (2015) who has carried out varied
studies on teacher stress, defined teacher stress as the experiencing of
unpleasant feelings such as depression, anger, worry, irritableness and tension
which are formed as a result of working as a teacher. Kyriacou also defined
teacher stress as experiences in teachers of unpleasant, negative emotions,
such as anger, frustration, anxiety, depression and nervousness, resulting from
some aspect of their work as teachers. Stress can also be related to
apprehension, irritation, agitation, fear, annoyance, mental discomfort,
nervous upset, inability to cope, frustration, unhappiness, etc.
The teaching task is very
tasking and stressful as teachers are expected to carry minimum teaching load
of 22 periods per week, prepare lesson plans, lesson note, and
instructional delivery and improvise teaching resources. Teachers are expected
to be alert and enthusiastic, cheerful, optimistic, self-controlled, not-
easily upset and humorous. Teachers should be expert in content, pedagogy,
curriculum, and learner’s differences in the teaching of subjects.
No wonder Obi and Obi
(2017) were of the opinion that stress has both positive and negative effects.
Stress is positive when it stimulates one to action and acts as a source of
energy directing the individual towards useful purposes. It assists in the
accomplishment of daily tasks. Negative effects of stress manifest as inability
to cope with stressors, result in exhaustion, poor health, emotional responses
related to fear, anger, anxiety, poor attitude to work among others. For the
purpose of the study, emphasis is on teaching staff generally known as teachers.
Hanif (2014) warns that negative effects of job stress impact negatively on
employees leading to high cost of stress due to high turnover rates, increased
absenteeism, low productivity and costly stress-related diseases. This
consequently drains the resources and cause inefficiency in organizations hence
the increasing widespread concern amongst policy makers, employers, employees
and researchers over the high levels of stress in the world today. The afore-mentioned negative effects of
stress are obvious on teachers.
Ability of the teacher to
routinely perform the above tasks and others efficiently and effectively is an
indication of teacher task performance. Adequate teacher’s tasks performance
manifest outcome of goal attainment, useful individuals, and effective
citizens. Most often the teachers do not perform their expected tasks
creditably and effectively. This has resulted in the lower standard of
education and production half-baked graduates as lamented (Anene, 2016).
The presence of stress in
various forms of negative effects and impacts seem to cause teachers inadequate
task performance, Denga and Eko (2004) reported that poor teachers’ task
performance is due to present challenging situations which act as acute
stressors. This is obvious in secondary schools where the two broad goals gear
towards preparing individual for useful living within the society and higher
education. For the goals of the secondary education to be attained, secondary
school teachers must be capable of performing their expected task) efficiently
and effectively. This calls for need for stress management.
Management according to
Ekpo (2012) is the process of controlling people or things in an organization.
Management is the process of application of planning, staffing, organizing,
directing, coordinating or reporting and budgeting adequately to achieve
organizational goal. Obi and Obi (2017) emphasized that stress management gear
towards learning how to manage/control stressors that have negative effects to
effective teachers’ tasks performance.
Stress management
comprises measures taken to cope with trying periods, so that a state of
psychological and physiological equilibrium is reestablished and subsequently
maintained (Cooper as cited in Oforjindu, 2011). Stress management therefore is
the skill of dealing in a successful way with the pressure or worry caused by
the problems in somebody’s life. The responsibility of imparting knowledge to
the learner at the secondary school level is the duty of the teachers at the same
level. To help learners master more challenging contents, teachers must go far
beyond dispensing information, giving test, and giving grades. Besides, they
must themselves know their subject areas deeply and understand how students
think. The Federal Government of Nigeria (FGN 2013) stated that no education
system can rise above the quality of its teachers. There is the optimism to
produce highly motivated, conscientious, efficient and hardworking students who
will be encouraged to further the spirit of enquiry and creativity. Secondary
school teachers are the people who help children move from the early phase of
learning to a deeper knowledge of some of the same subjects they were
introduced to in elementary school. The goal of teachers at this level is to
teach skills that students will need as they go into institutions of higher
learning, enter the job market or function as reasonable enlightened citizens
of the society. Teaching at this stage can be especially tough. As children
become adolescents, they go through rapid physical and emotional changes that
put them at risk of all sorts of problems. Many schools grapple with problems
of drugs, violence, gang activities and over population. These teachers do
their jobs in this social context, teaching children from a wide spectrum of
racial, religious and economic backgrounds (Oforjindu, 2011).
Management of stress
enables teachers to understand that insufficient stress acts as a depressant
which may leave the individuals feeling bored or dejected. It also exposes
teachers to understand that excessive stress leaves individuals tied up in
knots. It also provides good knowledge that, what is left for such individuals
is to find optimal level of stress which will motivate and minimize the harm
caused bearing in mind that taking action to be well and remain well is vital
investment toward optimal task performance. There is also need to identify
stress management practices which may promote, influence or correlate teacher
tasks performance for better secondary education. Frogatt and Stamp in Obi and
Obi (2017) identify three stress management practices for improvement task
performance as: Ability to keep demands upon one within one’s capability and
know your limits, Ability to build resources or skills to deal effectively with
the demands chosen to accept and ability to access and understand the impacts
of the demands.
Management
practices as suggested by Seiye (2014) include the following :
change of perception of stress as weakness, involvement of staff in problem solving,
shared objective, effective communication, being supportive, emphasis on
prevention against coping, rehabilitation of affected teachers, adequate career
development, creating pleasant working environment being accessible and being
cooperative.Effective communication activities involved in school
administration is inter-personal communication, which is defined as
transmitting of information from one person to another. It is also a process of
sharing and exchanging of ideas, feelings, information, and thoughts
(Oboegbulem and Onwurah, 2011). Apart from the need for effective communication
and coordination in the management structure and process, the basic functions
of education, rely almost on communication among teachers and students and
co-ordination among various organizational structures and levels. In any
institution where there is effective communication, there will be understanding
among workers (teachers), harmony in work operation, good interpersonal
relationship and easy realization of common objectives and goals. Communication
is recognized for playing a vital role in effective administration of any
organization which encourages teamwork. In application of effective
communication, principals could establish and encourage good interpersonal relationship
among teachers to students so as to maintain a continuous improvement in the
quest for quality Education and improvement of falling standard of education.
Therefore, the principals are expected to apply effective communication to a
very great extent in order to achieve the organizational objectives in
secondary schools.
Management practices for
managing work place stress recommended by Lazarus (2016) are as follows: being
proactive, beginning with the end in mind, putting first things first, think
wining and seek first to understand. Uka (2010) posited the following for
managing teachers stress for their effective staff adequacy,
resources/facilities adequacy, insidious allocation of resources, adequate
interpersonal relationships, keeping positive attitudes, effective
communication, being assertive instead of aggressive, relaxation, adequate time
management, enhanced working conditions and others. From the above stress
management practices, attention will be paid to these six: Adequate time management,
adequate provision of teaching facilities, inter-personal relationship,
effective communication, and adequate working condition and staff relaxation
practices. The above recommended stress management practices can only be
effective if the school administrators implement them in daily activities.
School administrators at secondary school level are the
principals. It is the duty of school administrators, who are executive heads,
chief accountants, instructional leader, agents of transformation, and the managers
of man and resources to improve the efficiency and effectiveness of both the
teaching and non-teaching personnel task performance. The school administrators
must be conversant and knowledgeable with stress management practices as
identified and discussed to enable them enhance teachers’ task performance in
their various schools.
Teachers’
performance entails the effectiveness of the teacher based on students’
performance results, attendance, communication skills, syllabus coverage,
professionalism, decision making, interpersonal skills and classroom management
(TSC as cited in Wangui1, Ombui2 & Iravo, 2016). Teaching is always marked
as vital significant profession of the whole world as all the professions take
their roots and nourishment from the said profession (Hanif, 2014).
Previous studies asserted
that the effects of work-related stress create physical problems (heart
disease, ulcers, migraine headaches and hormonal imbalances), psychological
problems (low self-esteem, negative attitude, poor decisions, resentment of
supervision, poor communication and job dissatisfaction) and/or behavioral
problems (absenteeism, frequent mistakes, accidents and turnover) leading to
employee’s poor performance (Lazarus & Folkman, 2014& Luthan, 2011). In
public schools, work stress can negatively affect teachers’ physiological and
psychological well-being which can adversely affect schools’ effectiveness.
Students’ learning is also negatively influenced by teachers‟ job
dissatisfaction and work-related stress causing poor grades (Milbourne, 2006). Akanya (2014) conducted a study on
leadership inefficiency among secondary school principals in Cross River State.
Iwatt (2012) studied poor relationship as a problem to flow of information in
Enugu State. Ukah (2010) carried out a study on gender
factor on administrators’ stress management practices of secondary school
principals in Ebonyi State. Ebong (2013), examined factors that influences
administrative efficiency on secondary school principals in Oron local Government
Area of Akwa Ibom State. From the reviews made so far, to the best of the
knowledge of the researcher none of the researches was carried out in the study
area. This is the reason the researcher decided to investigate on perceived influence of administrators’ stress
management practices on teachers’ task performance in secondary schools in Abia
State, Nigeria. This is the gap the study intends to fill.
1.2
STATEMENT OF THE PROBLEM
Teacher’s
task performance refers to the degree of which employees or staff executes
their duties, roles and tasks. Teacher’s task performance is exemplified as
adequate preparation of lesson plans, notes, and appropriate use of
instructional resources, effective instructional resources, effective
instructional delivery and others. Teachers are therefore, expected to perform
or carry out or discharge the expected tasks as shown above to ensure
attainment of the secondary education goals of preparing useful citizens within
the society and for higher education.
Unfortunately,
the goals of secondary education seem not to be attained in Abia State,
Nigeria. This could be due to poor or inadequate teachers’ tasks performance.
Poor teachers’ task performance may be due to presence of inadequately managed
stressors associated with teaching tasks and teachers’ job performance. This
could also be due to poor administrators’ or inadequate knowledge of stress
management practices. It seems that school administrators do not know the
stress management practices which influence teacher’s task performance for
effective secondary education. The problem of the study put in a question form
reads: do school administrators
stress management practices influences teachers’ task performance? To what
extent do school administrators stress management practices influence teachers’
task performance in secondary schools?
1.3 PURPOSE OF THE STUDY
The purpose of the
study is to examine the perceived influence of administrators’ stress
management practices on teacher’s task performance in public secondary schools
in Abia State, Nigeria, specifically the study sought to:
1. Determine
the extent administrators’ time management practices influence teachers’ task
performance in secondary schools
2. Examine
the extent administrators’ adequate provision of teaching facilities influence
teachers task performance in secondary schools
3. Ascertain
the extent to which the administrators’ interpersonal relationships influence
teachers task performance in secondary schools
4. Find
out the extent of administrators’ effective communications influence teachers’
task performance in secondary schools
5. Determine
the extent administrators’ promotion of adequate working conditions influence
teachers’ task performance in secondary schools
6. Find
out the extent administrators’ staff relaxation practices influence teachers’
task performance in secondary schools
1.4 RESEARCH QUESTIONS
The following
research questions were asked to guide the study
1. To
what extent does administrators’ time management practice influence teachers’
task performance in secondary schools?
2. To
what extent does administrators’ provision of adequate teaching facilities
influence teachers task performance in secondary schools?
3. What
is the extent to which the administrators’ interpersonal relationship
influences teacher’s task performance in secondary schools?
4. What
is the extent to which administrators’ effective communication influence
teachers’ task performance in secondary schools?
5. To
what extent does administrators’ promotion of adequate working conditions
influence teachers’ task performance in secondary schools?
6. To
what extent does administrators’ staff relaxation practice influence teachers’
task performance in secondary schools?
1.5 HYPOTHESES
The following hypotheses
will be tested at 0.05 level of significance to guide the study.
Ho1: There is no significant difference
between the mean rating scores of principals and teachers on the extent
administrators’ time management practice influence teachers’ task performance.
Ho2: There is no
significant difference between the mean rating scores of principals and
teachers on the extent administrators’ adequate provision of teaching
facilities influence teachers’ task performance in secondary schools
Ho3: There is no
significant difference between the mean rating scores of principals and
teachers on the extent of administrators’ interpersonal relationship influence
teachers’ task performance
Ho4: There is no
significant difference between the mean rating scores of principals and
teachers on the extent of administrators’ effective communication influence
teachers’ task performance
Ho5: There is no
significant difference between the mean rating scores of principals and
teachers on the extent of administrators’ promotion of adequate working
conditions influence task performance in secondary schools
Ho6: There is no
significant difference between the mean rating scores of principals and
teachers on the extent of administrators’ staff relaxation practice influence
task performance in secondary schools
1.6 SIGNIFICANCE OF THE STUDY
The findings of this research study if published would
benefit the school administrators, teachers, students and future researchers
and the general public.
Secondary school
administrators (principal) would benefit from the findings of the study
if published. The findings could furnish the school administrators with the
stress management practices which would influence teacher’s task performance.
It is expected that when they put the findings into practices teachers’ tasks
performance would improve.
Teachers would benefit from the findings if published, when
the school administrators (principal) start implementing the recommended
practices. The teacher’s tasks performance may be enhanced. When teachers task
performance is enhanced due to administrator’s knowledge of the stress
management practices and implementation of same, students learning and academic
performance would improve.
The school administrators (principal) would improve their
inter-personal relationship with teachers when stress management practices
related to inter-personal relationship are implemented with teachers, if the
findings of the study is published, it would improve teacher’s task performance.
The students’ performance may be eventually improved in their
external examinations and miracle centers may disappear as administrators learn
to put the findings of the study into practices, thereby improving teacher’s
tasks performance.
The recommendations of this study would help the State in
planning its education development goals as administrators put to bear the
recommendations thereby making teachers’ task performance attainable.
The findings may also contribute to the existing knowledge
which future researchers and the general public may benefit from.
1.7 SCOPE TO THE STUDY
The study was delimited to perceived influence of administrators’ stress management practices on
teachers’ task performance in secondary schools in Abia State, Nigeria. The administrators stress management practices
(independent variable) covered the extent administrators’ time management
practices influence teachers’ task performance in secondary schools, the extent
administrators’ adequate provision of teaching facilities influence teachers’
task performance in secondary schools, the extent administrators’
inter-personal relationships influence teachers’ task performance in secondary
schools, the extent administrators’
effective communications influence teachers’ task performance in secondary
schools, the extent administrators’
promotions of adequate working conditions influence teachers’ task performance
in secondary schools, and the extent
administrators’ staff relaxation practice influence teachers’ task
performance. The geographical scope covered all the public secondary schools in
the three education zone in Abia State.
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