Effects of Service Year and Level of Stress on Teacher Performance: The Case of AwAssa College of Teacher Education
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Date
2007-07
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Addis Ababa University
Abstract
The purpose of the study is to assess the effects of service year and levels of
stress on teacher performance. The study also intends to explore the major
stressors and stress dimension that cause stress in college teachers. In order to
identify the sources of teacher stress, 30 items of self reported questionnaire was
administered to a randomly selected 50 (45 male and 5 female) respondents
from the total of 96(90 male and 6 female) college teachers. Besides, the
performance of each sample teacher was observed two times by using 25 items
checklist. Percentage analysis was conducted to find out the magnitude of
teacher stress. Mean rank analysis was employed to examine the major
stressors. One way ANOVA was used to investigate the association between
stress with demographic information. Linear correlation and curve estimation
were utilized to find out the association between teacher stress and
performance. Two-way ANOVA was conducted to examine the effects of service
year and levels of stress on teacher's performance. Result indicated that 64 % of
teachers rated their job is much or extremely stressful. The major stressors were
associated with administrative issues. BAlBSc, beginners and whose rank was
graduate assistant-I reported significantly more stress than MAlMSc,
experienced and lecturer. The performances of teachers in moderate level of
stress significantly differ from teachers performance in low and high levels of
stress. Curve estimation showed and inverse 'U' shape curve relationship
between stress and performance. This relationship was found to be . 62(Eta=. 62)
Results were discussed with reference to the existing literature. Suggestion for
the amelioration of the situation and implications of future researches are also
proposed.
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assess the effects of service year