PRINCIPALS’ STRESS MANAGEMENT TECHNIQUES AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA.
Abstract
Teachers propel teaching and learning in the school. This study investigated principals’ stress management techniques as correlates of teachers’ task performance in public secondary schools in Anambra State. Three research questions and three null hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. The population of the study consisted of 266 principals in 266 public secondary schools in Anambra State. Census sampling procedure was used for the study. The instruments for data collection were two sets of structured questionnaires by the researcher tagged; “Principals’ Stress Management Techniques’ Questionnaire (PSMTQ)” and “Teachers’ Task Performance Questionnaire (TTPQ)’’. The face validity of the instruments was established by three experts. The construct validity was established using Principal Component Analysis Approach. The internal consistency of the instruments was determined using Cronbach Alpha procedure. Pearson Product Moment Correlation Coefficient (PPMC) and test of significance of correlation was used to analyze the collected data. Findings revealed that there is a low positive relationship between principals’ choosing priority stress management technique, and teachers’ task performance but they are not significantly related. The result of the study also indicated that there is a moderate positive and significant relationship between principals’ time management stress management technique and teachers’ task performance. The study also showed that principals’ communication stress management technique is positively and significantly related and teachers’ task performance. Based on the findings of this study, it was recommended that Principals should not be rigid in choosing actions according to predetermined priorities, they should be flexible and make changes if the need arises to ensure that school goals are achieved. Principals should educate staff and students on the importance of time management and ensure that the school time table is available to guide all the school activities to avoid time wasters and stress for enhanced and sustained teaching and learning. Principals should ensure that there is effective communication in the school and organize regular trainings for staff and students on the effects of stress
Keyword : Stress, Stress Management, Teachers’ Task Performance
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Chukwu, C. J., Ezepue, I. E. & Omede, O. M (2017). Stress management strategies among principals and teachers of public secondary schools in Abia and Imo States, Nigeria. Retrieved from: http://www.researchgate.net Cyril, A. V. (2015). Time management and academic achievement of higher secondary students. I- manager’s Journal on Educational Technology, 10(3). Ejide, B. (2021). Education and sustainable development in sub-Saharan Africa: A mirage? COOU Journal of Educational Research, 6(1), 83-92. Ekufu, R. N. & Anetoh, N. J. (2022). Communication pattern and emotional intelligence as factors in marital satisfaction in the new normal. Coou Journal of Educational Research, 7 (1), 45-58. Finkle, L. (2022). How to Manage Stress by Practicing Effective Communication Skills in the Workplace. https://www.linkedin.com Hwang, Y., Bartlett, B., Greben, M. & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Retrieved from: https://www.researchgate.net/ Lieberman, M. D. (2019). Using key communication skills to manage stress. https://www.stress.org/using-key-communication-skills-to-manage-stress Manafa I. F., Anyaeche I. C. & Okoye, A. (2021). Influence of communication techniques on principals’ administration of secondary schools in Anambra State, Nigeria. Retrieved from: https://www.researchgate.net/publication/ Momoh, Z., Unekwuojo, E. P. & Momoh, M. (2021). Work stress and teachers’ performance in Government Secondary Schools in Jos North Local Government Area of Plateau State. Salem Journal of Management and Social Sciences, 3 (4). Nwalado, S. H. (2016). A guide to business education practicum. Chembus Communication Venture. Obinna-Akakuru, A.U., Njoku, U. B., Agunanne, V. C. , Nelson-Okata, E. & Onwujialiri, O. (2020). Stress factors and job performance of lecturers in tertiary institutions in Nigeria. International Journal of Education, Teaching, and Social Science, 2 (1), 194 - 216. Obikeze, N. J., Ohamobi, I. N. & Manafa I. F. (2019). Principles of classroom organization and management. Amaka dreams Ltd. Oladipo, S. A. & Oladejo, M. A. (2018). Teachers’ time management behaviours as correlates of their Job performance in Lagos State public secondary schools. Unizik Journal of Educational Management and Policy (UJOEMP) 2 (1), 38-42. Panigrahi, A. (2018). Managing stress at workplace. Journal of Management Research and Analysis, 3(4),154-160. Sahoo, S. R. (2016). Management of stress at workplace. Global Journal of Management and Business Research, 16(A6), 1-7 Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID 19: Stress management among students and its impact on their effective learning. International Technology and Education Journal, 4(2), 65-74.