Effect of Stress on the Teaching Performance of Secondary School Teachers

Effect of Stress on the Teaching Performance of Secondary School Teachers

Chapter One

OBJECTIVE OF THE STUDY

The main objective of the study will be to find the effect of stress on the teaching performance of secondary school teachers, specifically the study intends to:

1. To find out the contribution of cognitive factors in causing stress among teachers in Secondary Schools
2. To determine the extent to which  stress affects the performance of teachers in Secondary Schools
3. To establish whether systemic (organizational) factors within the school setup enhance stress among teachers in Secondary Schools.
4. To proffer solution to the problem of excess stress among the teachers

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Concept of Stress

Stress is a multidimensional concept that has been widely studied across psychology, education, and organizational behavior. It is generally understood as a physiological and psychological response to situations that are perceived as threatening or exceeding an individual’s coping resources. According to American Psychological Association (APA, 2020), stress arises when demands and pressures from the environment outweigh an individual’s ability to adapt effectively. This imbalance often leads to emotional strain, fatigue, and a decline in performance.

Lazarus and Folkman’s (1984) transactional model of stress and coping, though classical, remains relevant today and is frequently referenced in recent studies. They defined stress as a particular relationship between the person and the environment that is appraised as taxing or exceeding resources. Building on this, recent studies emphasize that stress is not inherently negative, but prolonged exposure to high stress (chronic stress) can have damaging effects on health and work efficiency (Smith & Charles, 2021).

In the teaching profession, stress has been recognized as one of the most significant occupational hazards. Teachers often face stressors such as heavy workload, student misbehavior, pressure to meet academic standards, and limited resources. Research by Kyriacou (2022) found that teaching is among the most stressful professions worldwide, with stress strongly linked to burnout, absenteeism, and reduced instructional effectiveness. Similarly, Alhassan and Bello (2023) highlighted that persistent stress among teachers in Sub-Saharan Africa negatively affects lesson preparation, delivery, and teacher-student relationships.

Furthermore, stress is now being discussed in terms of its impact on mental health and job performance. World Health Organization (WHO, 2023) identified work-related stress as a major contributor to anxiety, depression, and job dissatisfaction, calling for stress-management interventions in workplaces, especially schools. In secondary education, where teachers serve as role models and facilitators of learning, stress has both direct and indirect consequences on student achievement.

Thus, stress can be seen as both a personal and organizational challenge that requires urgent attention. Understanding its concept and dimensions is crucial for designing strategies to mitigate its effects and enhance teaching performance.

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CHAPTER THREE

RESEARCH METHODOLOGY

Research Design

This study adopted a descriptive survey research design. The design was considered appropriate because it enabled the researcher to collect quantitative data on the effect of stress on the teaching performance of secondary school teachers. According to Creswell and Creswell (2021), descriptive survey design is useful when a study seeks to examine relationships among variables and describe existing conditions without manipulating them. In this study, stress constitutes the independent variable, while teaching performance serves as the dependent variable.

Population of the Study

The population of the study comprised all secondary school teachers in Uyo Local Government Area, Akwa Ibom State. According to the State Ministry of Education (2024), there are approximately 1,200 teachers in public secondary schools within the area.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

Introduction

This chapter presents the results of data collected from secondary school teachers on the effect of stress on their teaching performance. Data are presented in line with the research questions, using descriptive statistics such as mean and standard deviation. The results are then interpreted to provide insights into the relationship between stress and teaching performance.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

Discussion of Findings

The purpose of this study was to investigate the effect of stress on the teaching performance of secondary school teachers. Specifically, the study examined (1) the contribution of cognitive factors in causing stress among teachers and (2) the extent to which stress affects teachers’ performance. The findings are discussed in line with the research questions, theoretical framework, and related empirical studies.

Cognitive Factors and Stress

The results showed that cognitive factors such as self-doubt, negative thoughts about students’ performance, role conflict, and job insecurity significantly contribute to stress among teachers. This finding aligns with Bandura’s Self-Efficacy Theory (1997), which emphasizes that individuals with low self-belief perceive challenges as more threatening, leading to higher stress. Similarly, Okonkwo and Ede (2022) found that cognitive strain and role conflict increase teachers’ emotional exhaustion in Nigerian schools. This indicates that teachers’ internal appraisals and thought patterns play a central role in determining stress levels.

Stress and Teaching Performance

The study also revealed that stress has a high negative effect on teaching performance. Stress reduced teachers’ effectiveness in lesson preparation, instructional delivery, classroom management, and assessment practices. This supports the Job Demands–Resources (JD–R) Model (Demerouti et al., 2001), which argues that high demands with inadequate resources lead to burnout and diminished work outcomes. García and Weiss (2020) similarly reported that stress undermines teachers’ instructional quality and reduces student achievement. Thus, stress is not only a personal health issue but also an educational quality concern.

Conclusion

Based on the findings of this study, it can be concluded that:

1. Cognitive factors such as low self-efficacy, negative thinking, and role conflict are major contributors to stress among secondary school teachers.
2. Stress significantly impairs teaching performance, particularly in areas of lesson preparation, instructional delivery, classroom management, and student assessment.
3. Addressing teacher stress is therefore essential to maintaining high-quality education, as stress directly affects both teacher well-being and student outcomes.

Recommendations

In light of the findings, the following recommendations are made:

1. Schools should establish regular professional development workshops on stress management, time management, and coping strategies.
2. Education authorities should employ more teachers and ensure equitable workload distribution to reduce role conflict and burnout.
3. School leaders should provide recognition, open communication, and participatory decision-making to improve teacher morale.
4. Government and stakeholders should supply adequate teaching materials and infrastructure to reduce systemic stressors.
5. Counseling units should be established within schools to support teachers experiencing high stress.
6. Policymakers should improve teacher remuneration, ensure timely salary payments, and implement welfare policies that enhance teacher motivation and reduce stress.

References

• Adebayo, T., & Ojo, S. (2023). Workload and teacher stress in Nigerian secondary schools: Implications for instructional quality. Nigerian Journal of Educational Management, 21(2), 45–57.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Carver-Thomas, D., & Darling-Hammond, L. (2021). Teacher shortages during the pandemic: How policy makers can support a strong teacher workforce. Learning Policy Institute. https://doi.org/10.54300/248.967
• Collie, R. J., Shapka, J. D., & Perry, N. E. (2020). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 112(6), 1189–1203. https://doi.org/10.1037/edu0000406
• Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The Job Demands–Resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
• García, E., & Weiss, E. (2020). COVID-19 and teacher stress: Teachers are not okay, and this is a problem. Economic Policy Institute. https://www.epi.org/publication/teacher-stress-and-covid-19/
• Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513

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