ABSTRACT
This study investigated principals’ stress management strategies as correlate of teachers' attitude towards instructional effectiveness in public secondary schools in South East, Nigeria. The study adopted correlational research design. Seven research questions and seven null hypotheses guided the study at 0.05 level of significance. The population of the study was 24,823 principals and teachers. This comprises of 1,033 principals and 23,790 teachers from 1,033 public secondary schools in south east, Nigeria. The sample size was 1241 comprising 1,189 teachers and 52 principals. The sample size was determined using multi-stage sampling technique. Two instruments were used for data collection, namely: Principals’ Stress Management Strategies Questionnaire (PSMSQ) and Teachers’ Attitude towards Instructional Effectiveness Rating Scale (TATIERS). The instruments were validated by three (3) experts. To ensure the reliability of the instrument, test retest reliability method was conducted using 20 principals and teachers from rural and urban secondary schools in Ebonyi State which was outside the study area, but with similar characteristics with the study area. Estimate of stability of the instrument was determined using Pearson product moment correlation coefficient which gave a reliability index of 0.78 for PSMSQ and 0.80 for TATIERS. The research questions were answered using Pearson Product Moment Correlation Coefficient (r2) while the null hypotheses were tested using simple linear regression at 0.05 level of significance. The results revealed that there was a high positive correlation between principals' role analysis strategy and teachers’ attitude towards instructional effectiveness, that there was a significant correlation between principals' role analysis strategy and teachers' attitude towards instructional effectiveness, that there was a moderate positive correlation between principals' team building strategy and teachers’ attitude towards instructional effectiveness, that there was a high positive correlation between principals’ stress management strategies and teachers’ attitude towards instructional effectiveness based on gender and that there was a significant correlation between principals' stress management strategies and teachers' attitude towards instructional effectiveness based on gender. The study concluded thatprincipals’ stress management strategies were important factors in determining teachers’ attitude towards instructional effectiveness. It was therefore, recommended among others that school principals should adopt effective stress management strategies which were targeted at ensuring teachers’ right attitude towards instructional effectiveness.
TABLE OF CONTENTS
Pages
Cover page
Title
page
i
Declaration ii
Certification iii
Dedication
iv
Acknowledgements v
Table
of Contents vii
List
of Tables
ix
List
of Appendices x
Abstract
xi
CHAPTER 1:
INTRODUCTION
1.1 Background to
the study 1
1.2 Statement of
the Problem 9
1.3 Purpose of
the study 10
1.4 Research
Questions 10
1.5 Hypotheses 11
1.6 Significance
of the study 12
1.7 Scope of the
study 14
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1
Conceptual Framework 15
2.1.1Stress
and its nature 15
2.1.2 Stress and
teacher instructional effectiveness 19
2.1.3 Types of stress for teachers 28
2.1.4 Causes of stress experienced by teachers 29
2.1.5 Effectiveness in school administration 32
2.1.6 Teachers attitude with respect to instruction
effectiveness 32
2.1.7 School location and instructional
effectiveness 34
2.1.8 Gender and instructional effectiveness 35
2.1.9 Principals’ strategies for managing stress for
instructional effectiveness 36
2.1.10 Principals stress management strategies and
teachers’ attitude to towards
instructional
effectiveness 38
2.1.11 Challenges principals face in managing stress
among teachers 45
2.2 Theoretical Framework 47
2.2.1 Theory of
cognitive appraisal 47
2.2.2
Person-environment fit (p-e fit) theory by French and Caplan (1972) 52
2.3 Empirical Studies 53
2.4 Summary of the Related Literature 61
CHAPTER 3: METHODOLOGY
3.1 Design of
the study 63
3.2 Area of the
study 63
3.3 Population of
the study 65
3.4 Sample and
Sampling Techniques 65
3.5 Instrument
for Data Collection 67
3.6 Validity of
the Instrument 67
3.7 Reliability
of the Instrument 68
3.8 Method of Data Collection 68
3.9 Method of
Data Analysis 69
CHAPTER 4:RESULTS
AND DISCUSSIONS
4.1
Results
70
4.2Summary of Major Findings 84
4.3Discussion of
Findings 85
CHAPTER 5:SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
90
5.2
Conclusion 92
5.3 Recommendation 94
5.4 Educational Implications of the Findings 95
5.5 Limitations of the Study 95
5.6 Suggestions for Further Studies 96
REFERENCES 97
APPENDICES 108
LIST OF TABLES
4.1 Pearson’s product moment correlation coefficient analysis showing the
extent of correlation between
principals' role analysis strategy and teachers'
attitude towards instructional
effectiveness 70
4.2 Simple linear regression analysis for the correlation between principals' role analysis strategy and teachers' attitude towards instructional
effectiveness 71
4.3 Pearson’s product moment correlation coefficient analysis showing the relationship between principals'
team building strategy and teachers' attitude towards instructional
effectiveness 72
4.4 Simple linear regression analysis for the significant
relationship between principals' team building
strategy and teachers' attitude towards instructional effectiveness 73
4.5 Pearson’s
product moment correlation coefficient analysis between principals' provision of skilled support
strategy and teachers' attitude towards instructional effectiveness
4.6
Simplelinear regression
analysis for the relationship between principals'
provision of skilled support
strategy and teachers' attitude towards instructional effectiveness 75
4.7 Pearson’s product moment
correlation coefficient analysis between principals'adoption of problem
solving strategy and teachers' attitude towards instructional effectiveness 76
4.8 Simplelinear
regression analysis for the relationship between principals'
adoption of problem
solving strategy and teachers' attitude towards
instructional effectiveness 77
4.9 Pearson’s product moment correlation coefficient analysis
betweenprincipals' time
management strategy and teachers' attitude towards
instructional effectiveness 78
4.10 Simplelinear
regression analysis for the relationship between
principals' time
management strategy and teachers' attitude towards
instructional
effectiveness 79
4.11 Pearson’s product moment correlation coefficient analysis on
relationship between male and female
principals’ stress management strategies and teachers' attitude towards
instructional effectiveness 80
4.12 Simple linear regression analysis for the correlation between principals' stress management
strategies and teachers' attitude towards instructional effectiveness based
on gender 81
4.13 Pearson’s product moment correlation coefficient analysis
between principals stress management
strategies and teachers' attitude
towards instructional effectiveness based on
school location 82
4.14 Simple linear regression analysis for the correlation between principals' stress management strategies and teachers'
attitude towards instructional effectiveness based on school locations 83
LIST OF APPENDICES
1: Introductory
letter to research respondents 108
2:
Principals’ stress management strategies questionnaire (PSMSQ) 109
3:
Teachers’ attitude towards instruction rating scale (TATIRS) 111
4.
Composition of population
for the study 112
5.
Composition of study
sample size on of the selected schools 114
6.
Rank order of the rating
scores awarded to eight students by threemraters (X, Y, Z) during pilot study 115
7.
Inter-rater reliability
of using coefficient concordance 116
LIST OF FIGURES
1 Stress and Coping Model46
2 Mechanisms
involved in the appraisal process 50
Chapter 1
Introduction
1.1 BACKGROUND TO THE
STUDY
Education is a vital tool for socio-economic
development of any nation. Globally
Education is believed to be the most powerful instrument man has ever devised
for both his individual improvement and collective development of his nation.
Little wonder then nations and the world over accord priority attention to Education
in their developmental efforts. The Federal government of Nigeria recognises
this in her National Policy on Education declaration where she stated that
“Education is an instrument par excellence for effecting national development”
(FRN, 2013). In addition, Obunadike
(2015) opined that Education is a basic and obvious process by which skills,
knowledge and attitude are acquired for improving personal competencies and
seeking better opportunities for national development. It seems difficult to promote and sustain any
meaningful development in the society without quality Education.
In recent times, students’ performances in their various subjects and
school activities have been on the decline. In explaining the causes of this
abysmal performance in the school, the attitude of teachers towards instructional
effectiveness have received less attention. Modebelu (2013) defined teachers as a group of
individuals trained specifically to impact knowledge and skills to children,
youths and adults to enable them develop healthy attitudes and live in harmony
with all other Nigerians. In the same
vein, Obunadike (2015) posited that a teacher is one who helps the students to learn
how to acquire knowledge, skills and values for personal and societal
development. They play a major role in the education system, because they are
in the position to influence the teaching-learning outcomes, either positively
or negatively. Teachers harness the other resources in the system for efficient
instructional effectiveness and are usually available where schools exist. This is why Madu(2012)
explained that often times the teacher is blamed. Explanation is preferred only
in terms of the Child’s cognitive or intellectual ability. Little attention too
is paid to the fact that a child’s attitude towards a subject could also
influence his/her performance in his subject. Therefore, one’s attitude
(negative or positive) towards a particular subject may spread to the subject
teacher, other related subjects and even the whole idea of schooling, learning
and education.
The
attitude of teachers is a characteristic component of teacher personality. An
attitude is a framework that affects how a person thinks and acts about the
world. If a teacher has negative attitude towards education, his job or
students, it may influence his performance as an educator. The quality of
teaching is a function of the love, dedication and devotion of the teacher
towards the subject and students. The quality of any teaching programme cannot
rise above the quality of its teachers as teachers are the engine for the
production of the students.
The
teachers are seen by students as role models whose behaviors are easily copied.
What teachers like or dislike, appreciate and their feeling about learning can
have an impact on the students. It has been observed by most parents and school
managers that most teachers teach in a way that only enables them to memorize
the concepts without really understanding it and applying what they have been
taught. This happens as a result of the teachers’ negative attitude towards the
teaching (Prick, 2016).
This
teacher’s negative attitude has caused a lot of problem to the teaching and
learning. One’s attitude towards any subject, job or situation determines the
person’s performance in that particular field of study. If a teacher develops a
positive attitude towards his/her job, it would make the teacher work harder
towards the success of his/her students.
When the students notice that their teachers are hard working and have
concern for them, it motivates them and this will result to good performance in
that subject or activity in the school. Most times, teachers have shown
negative attitude towards instructional effectiveness as a result of stress
resulting from teaching. Stress might arise from work overload, poor welfare
system and the management of the stress itself by the employers or the
administrator.
Stress
is the body’s way of responding to environmental conditions or stimulus called
a Stressor. It is generally perceived as a negative condition that has terrible
effect on the mental and physical state of an individual. Teacher’s job stress
remains an everyday issue that is dealt with by most teachers in Nigerian
Schools. Miller (2015) is of the opinion that some teachers are occupied with
personal problems and social ills such as insecurity, poverty, marital
problems, violence and so on, which they have to contend with only on daily
basis. The above mentioned situations may lead to emotional, psychological and
physical problems (stress). Stress is a situation resulting from pressure,
worry, anxiety, which individuals face in instructional delivery. It results to
emotional or physical disturbance to the body.
Stress
is constantly in connection with emotional states of an individual. It is a condition (internal or external) that
imposes demand for adjustment on individual. In secondary schools, there are
inherent sources of stress in the life of both teachers and principal (Nwabueze,
2014). Stress results when an individual’s working or living condition or circumstance
makes demands beyond the individual’s capacity to handle physically or
emotionally. Stress is the psychological and physical strain or tension
generated by physical, emotional, social, economic or occupational
circumstances, events or experiences that are difficult to manage or endure. It
is a pattern of physiological behavioral, emotional and cognitive responses to
real or imagined stimuli that are perceived as preventing a goal or endangering
or otherwise threatening well-being. Stress can produce anxiety which may
affect one’s ability to perform a task (Roberts &Levenson, 2011). Unpleasant emotion such as tension,
frustration, distress, anger, depression and so on are the product of pressure,
demands and changes which are the
conditions that exist in a person’s environment and often result to a situation
called stress. These conditions affect organizational effectiveness positively
or negatively. The degree of stress is correlated with a person’s perceived
inability to deal with an environmental demand. This would lead to the conclusion
that a person’s degree of stress impact depends on their self-perceived
abilities and self-confidence in dealing with stressful situations.
Stress
is recognized worldwide as major challenge to worker’s health and the
healthiness of their organizations. Workers who are stressed are also more
likely to be unhealthy, poorly motivated, less productive and less safe at
work. It is centered on the idea of a perceived imbalance in the interface
between an individual, the environment and other individuals. The nature of
work is changing at whirlwind speed. Perhaps now more than ever before,
teachers' work stress poses a threat to their health and in turn to the health
of the school system (Rice, 2012). In the Secondary school system, work stress
must be properly managed for them to be effective. It should be noted that in school
system, teachers’ stress can be caused by factors such as over population of
the students’, problems with the school plant, ill-equipped and inadequate
number of teachers to cope with the workload, students with poor academic
backgrounds, poor funding that affects management, students negative attitude
towards learning, and parental ambivalence towards educational well-being of
their children (Atuwokiki, 2013). In addition, low motivation, poor performance
and overall lackadaisical attitudes of teachers towards work, personal problems
including role conflict, societal problems and pressures, financial problems
and domestic worries are all causes of stress.
Suggestions
have been made about how teachers stress can be prevented or controlled. Some
of these include provision of good welfare packages for the teachers, respect
and regard for teachers by various authorities, regular payment of their
salaries as at when due, giving teachers time off on their duties (Ajayi,
2010). More important as pointed out or stressed is the aspect of stress
management strategies by the administrators or principals of the secondary
schools. It is believed that when principals adopt proper and realistic
management strategies, teachers’ effectiveness especially towards instructions
is ensured. This is why Atuwokiki (2013) suggested that the principals should
establish an atmosphere that will ensure effective management of the curriculum
and its application to student’s needs, aims, objective and aspirations of the
immediate environment and the nation. It is on this note that the present study
examined the relationship between principals' stress management strategies and
teachers' attitude towards instructional effectiveness.
Principal
is regarded as a custodian of an enterprise comprising considerable investment
of resources in terms of finances, facilities and human skills. School
principals are expected to preside over and manage the entire school. Being
important persons in the school system, they have the overall task of managing
the schools by ensuring good balanced academic programmes, student - teacher
progress and proper supervision of work as well as effective leadership. The
expectations on them necessitated that they supervise the delivery lines and
activities of their individual schools. As much as possible, they are to create
a very conducive atmosphere that would allow for maximum attainment of school
goals and objectives and the education as a whole. The environment within which
they operate cannot be free from physical and emotional stress problems that
are typical of a populous African nation with a high demand for education (Egu,
2013).
When
principals adopt good management strategies which include stress management,
they are responsible for establishing a school-wide vision of commitment to
high standard and the success of all students. Developing a shared vision
around standards and success for all students as well as stress management
among staff is an essential element of school leadership. In addition,
principals that adopted stress management strategies may ensure that their
schools allow both staff and students to put learning at the center of their
daily activities for good work attitudes towards instructional effectiveness.
In a well-managed schools, principals work relentlessly may improve teachers
attitudes by focusing on the quality of teaching through proper stress
management among staff (Nwabueze, 2016).
On the
other hand, stress management is a problem-solving effort made by an individual
who is faced with demands that are highly relevant to his welfare but tasking
to his adaptive resources. Cooper (2016) defined stress management as measures
or ways taken to cope with trying periods so that a state psychological and
physiological equilibrium is established and generally maintained. Hence,
proper management of stress in the school system would positively enhance the
attitude of teachers and instructional effectiveness.
In
addition, the Dombeck (2018) explained that stress management constitutes a
variety of methods and treatments aimed at controlling the level of stress
individuals pass through, especially chronic stress, usually for the purpose of
improving day-to-day activates. The process of stress management provides a
number of ways to manage anxiety and maintain overall wellbeing of individuals.
Dombeck (2018) noted that many people employ positive and negative ways to
reduce stress level; the negative methods level to be dysfunctional over time
since they result in aggravating the situation for the victims rather than
improving on the situation. The negative methods are through addictions
(alcohol, drugs, sex, gambling), smoking, over eating and being perfectionist.
Dombeck further posited that the positive functional ways of treating stress
are relaxation/meditation, exercise, healthy diet, socialization and supportive
conservation, assertive communication, time management and asking for
assistance. There is no doubt that the utilization of these positive functional
ways in managing stress by the principals can lead to teachers' positive
attitude towards instruction.
This is why the
present study is focused on how principals' stress management strategies relate
to teachers' attitude towards instructional effectiveness. In other words, the
researcher will like to examine whether stress management strategies adopt by
principals correlate with teachers work attitudes in the class. In that case,
the principals are expected to employ stress management strategies that will
encourage teachers to develop positive attitude towards instructional
effectiveness, thereby promoting effective teaching and learning. This is to
say that the principals’ stress management strategies in the school may be very
important in determining teachers attitudes towards instructional effectiveness.
This implies that for teaching to be effective, the teacher must have a
positive attitude towards the teaching of his or her subject and this may be
dependent on the principal’s management strategies (Nwabueze, 2016).
Stress management strategies, according to
Oboegbulem (2014) are coping actions, behaviours or attitudes which an
individual exhibits when faced with certain psychological and social demands
that tax the individual’s adaptive resources. Oboegbulem and Onwurah (2011)
list the following as stress management strategies which can be used to cope
with occupational stress by secondary school principals and teachers: utilizing
colleagues as human resource, developing close staff relationship and students
relationship, improving team management, adopting problem solving approach with
teachers and hiring competent personnel to assist in administration, among
others. In similar case, Omoregie and Jimoh (2012) also state that in managing
stress, the following factors should be in place in measurement and management
of stress: cognitive coping strategy, behavioural coping strategy,
physiological coping strategy, discovering of one’s personality, social
support, avoid too much work, and so on;
while Onah (2018) lists the following as strategies for coping with
occupational stress: role analysis, team building, provision skilled supports,
problem solving approach and time management, relate with others, exercise and
so.
The
present study will therefore focus on secondary school level of education which
involves students between the ages of 11 and 19 after primary school and before
higher education (Nwabueze, 2016). In South East of Nigeria, secondary schools
are operated by principals and teachers, located in rural and urban areas, and
are owned by government, private individuals and missionaries. These secondary
schools have male and female staff members (principals and teachers) located in
urban and rural areas. The opinions of both male and female principals may vary
with regards to stress management strategies that can be adopted. According to
Ukaigwe and Nwabueze (2015), male principals have more time to participate in
schools functions than the female counterpart due to their respective jobs in
the school environments, social lives and family responsibilities.
Moreover,
male and female teachers differ in the importance they attach to the reward of teaching;
salary and promotion, while success with student’s acknowledgement and appreciation
from teachers are important to both sexes, male attach more value to salaries
and promotion, than female teachers. Differences also exist in the extent to
which male and female teacher are likely to suffer psychological distress when
rewards are not forthcoming.
Similarly,
Principals in schools located in rural and urban areas may differ in their stress
management strategies. These likely discrepancies in the management of stress due
to gender and school location seem not to have been investigated to the best of
the researcher's knowledge especially in the area chosen for this study. It is
against this background that the researcher would like to examine the
relationship between principals' stress management strategies and teachers’
attitude towards instructional effectiveness in secondary schools in South East,
Nigeria..
1.2 STATEMENT OF THE PROBLEM
Principals
are expected to utilize appropriate stress management strategies to enhance teachers’
attitude towards instructional effectiveness in secondary schools. Hence,
Principals’ roles analysis, team building, provision of skilled support, time
management and adoption of problem solving are part of the strategies that can be employed to ensure teachers’
attitude towards instructional effectiveness in secondary school level. The male and
female teachers and location of schools (urban or rural) are expected to be
contributing factors towards instructional effectiveness in secondary
schools. Furthermore, positive attitude of teachers are expected to improve in their
teaching activities. This will in turn bring about improvement on students’
performance in various subjects and activities in the school.
However, ithas been observed that in recent
time, Principals’ roles analysis, team building, and provision of skilled
support strategies among others have not contributed to teachers’ positive
attitude towards instructional effectivenessat the secondary school level.It
has also been observed that male and femaleteachers and location of schools
(urban or rural) have not made significant contribution to improve teaching in
secondary schools. Furthermore, the attitude of teachers has not been actually
improved on their teaching in secondary schools. This has resulted in poor students’
performance in various subjects and activities in the school. This is why Madu
(2012) posited that the attitude of teachers towards instruction is connected
to causes of extremely bad performance due to less attention given to it.
The above
situation therefore has raised the researcher’s curiosity with regard to the principals’
stress management strategies such as roles analysis, team building and
provision of skilled support, adoption of problem solvingand time management strategies in connection with teachers’ attitude towards
instructional effectiveness. The researcher is also concerned with the role of male
and female teachers and schools location on attitudes towards instructional
effectiveness in secondary schools. Based on the foregoing the problem of the
study was to investigate Principals’ stress management strategies as correlates of
teachers’ attitude towards instructional effectiveness in secondary schools in
South East, Nigeria.
1.3 PURPOSE OF THE STUDY
The
purpose of the study was to examine the relationship between principals’ stress
management strategies and teachers' attitude towards instructional
effectiveness in secondary schools in South East, Nigeria. The specific objectives
were to find out the relationship between:
1.
principals' role analysis strategy and teachers' attitude towards
instructional
effectiveness.
2.
principals' team building strategy and teachers' attitude towards
instructional
effectiveness.
3.
principals' provision of skilled support strategy and teachers attitude towards
instructional effectiveness.
4.
principals’ adoption of problem solving strategy and teachers’ attitude towards
instructional effectiveness.
5.
principals' time management strategy and teachers’
attitude towards instructional
effectiveness.
6.
principals' stress management strategies and teachers' attitude towards
instructional effectiveness based on gender.
7.
principals' stress management strategies and teachers' attitude towards
instructional effectiveness based on school
location.
1.4 RESEARCH
QUESTIONS
The
following research questions are raised for the study:
1. What are the relationship between principals'
role analysis strategy and teachers’ attitude towards instructional
effectiveness?
2. What are the relationship between principals'
team building strategy and
teachers’
attitude towards instructional effectiveness?
3. What are the relationship between principals'
provision of skilled support
strategyand
teachers’ attitude towards instructional effectiveness?
4. What are the relationship between principals’
adoption of problem solving strategy and teachers’ attitude towards
instructional effectiveness?
5. What are the relationship between principals’
time management strategy and teachers’ attitude towards instructional
effectiveness?
6. What are the relationship between principals’
stress management strategies and teachers’ attitude towards instructional
effectiveness based on gender?
7. What are the relationship between principals
stress management strategies and teachers' attitude towards instructional
effectiveness based on school location?
1.5 HYPOTHESES
The
following hypotheses formulatedwere testedat 0.05 level of significance:
Ho1:There is no significant correlation between
principals' role analysis management strategy
and teachers' attitude towards instructional effectiveness.
Ho2: There
is no significant relationship between principals' team building strategy
and teachers' attitude towards instructional
effectiveness.
Ho3:There is no significant relationship between
principals' provision of skilled support
strategy and teachers' attitude towards instructional effectiveness.
Ho4: There is no significant relationship between
principals’ adoption of problem
solvingstrategy and teachers’ attitude towards
instructional effectiveness.
Ho5: There
is no significant relationship between principals’ time management
strategy
and teachers’ attitude towards instructional effectiveness.
Ho6:There is no significant correlation between
male and female principals stress management
strategies and teachers attitude towards
instructional
effectiveness.
Ho7:There is no significant correlation between
urban and rural principals' stress management
strategies and teachers' attitude towards
instructional effectiveness.
1.6 SIGNIFICANCE OF THE STUDY
It is
hoped that the findings of this study, would in various ways be of great
benefit to different stakeholders. These includes: school Ministry of Education, principals, teachers, students and researchers.
The finding of the
study would be of immense benefit to the Ministry of Education who has the
overriding function of being in charge of teachers and schools all over
Nigeria. Equally, when the results of
the study are made available through journal publications or by forwarding to
the ministry of Education for discussions in seminars and conferences, other states
apart from the South East states may see the need to facilitate through their
various principals’
stress management strategies and teachers’ attitude towards instructional
effectiveness. It will as well enable them to understand how principals’ stress
management strategies relate to teachers’ towards instructional effectiveness.
This will help them understand the need to deploy teachers appropriately to
schools in South East, to reduce stress among the available teachers and
improve their work effectiveness. This knowledge will in turn assist principals
in utilizing role analysis strategy, team building strategy, provision of
skilled support strategy, adoption of problem solving strategy and time
management, in order to bring about teachers’ positive attitude towards
instructional effectiveness.
The findings of
this study would be of immense benefit to the school principals.
The findings might
serve as a basis for principals’ to evaluate their
own contributions and know where to improve for teachers’positive attitudes towards
instructional effectiveness. These principals will then be in the position to
appreciate the relationship between their team building strategy and teachers’
attitudes towards instructional effectiveness. This would help to improve their
functional performances leading to educational growth and development. Another
benefit is that the principals will have insight into the relationship between time
management and their attitude and as well understand how teachers’ lack of time
for relaxation affects their teaching. The findings of the study will help
principals to understand the relationship between principals’ stress management
strategies and teachers’ attitude and understand how principals’ stress
management strategies relate to teachers’ attitudes towards instructional
effectiveness.
The finding of the
study would be significant to teachers of public secondary schools. This would help them understand how
principals’ role analysis strategy relates to their attitude and so understand
the relationship between principals’ team building strategy and teachers’ attitudes
towards instructional effectiveness, as these strategies would create team
spirit in them, reduce stress among them and enhance their work attitudes.
Besides, teachers wasmade to have insight into the relationship between their’
excessive work load and their attitude. Another benefit for teachers is that
they will understand how their lack of time for relaxation relates to their
ineffectiveness in their teaching. The study will inform teachers about the
relationship between principals’ provision of skilled support strategy and
attitude towards instructional effectiveness.
The finding of the
study would be useful to the students because Education policies are aimed at
improving their live.
They would beacquainted with useful information about how principals’ role
analysis strategy, team building strategy and provision of skilled support
strategy relate to teachers’ attitude towards instructional effectiveness that may
improve their academic performance. They will as well have insight into the
relationship between teachers’ excessive work load and their attitude towards
instructional effectiveness.
Finally, the findings of the study would be of
benefits to researchers. when the study is deposited in the libraries and or
published both online and in hard copy journals, the findings will contribute
to the body of existing knowledge about principals’ stress management strategies and
teachers' attitude towards instructional effectiveness. It will serve as a useful source of literature for
researchers and may motivate further researchers to delve into related areas or
the same area of study in other geo-political zones of Nigeria.
1.7 SCOPE OF THE STUDY
The content scope
of this study was on the
relationship between principals’ stress management strategies and teachers'
attitude towards instructional effectiveness in secondary schools in South
East, Nigeria.It focused on those principals’ stress management strategies that directly concern teachers' attitude towards instructional
effectiveness, hence the content was
delimited to the,
principals’ role analysis strategy and teachers’ attitudetowards instructional
effectiveness; principals’ team building strategy and teachers’ attitude towards
instructional effectiveness;principals' provision of skilled support strategy
and teachers’ attitude towards instructional effectiveness;principals’ adoption of problem solving strategy and teachers’ attitude towards instructional
effectiveness, principals' time management strategy and teachers’ attitude
towards instructional effectiveness principals’ stress management strategies and teachers’ attitude towards
instructional effectiveness.
Geographically,
the study was also delimited to all the male and female principals and teachers in
public secondary schools. The study also covers both rural and urban areas of
secondary schools in South East
Nigeria. South East is one of the six geo political zones of Nigeria and it is made up of five states namely: Abia Anambra, Ebonyi, Enugu and Imo
States.
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