1.

0 INTRODUCTION
Stress is not something strange to our daily life nowadays. Everybody may feel stress
when they are facing bad situation. Cox & Brockley (1984) stated that stress is a
perception phenomenon which exists from a comparison between the command
given and ability of a person to execute he task successfully. Unbalanced situation in
this mechanism will lead into stress experience and ultimately into stress reaction.
Teacher stress is defined as an uncomfortable feeling, negative emotion such
as anger, anxiety, pressure and disappointment sourced from their work aspects as a
teacher (Kyriacou & Sutcliffe, 1978). For this matter, stressed teacher is someone
with their uncontrollable emotion towards changes in education culture which
requires a teacher to give their knowledge, and at the same time, they have to
educate students to be a good community member. Teachers have to work more,
doing clerical jobs, preparing for teaching aid materials, and attending courses or
educational workshops. These require teachers to adapt themselves with new
teaching techniques.
Normally, from my experience working in many schools, high level of stress
will lead into work unsatisfactory, work absentee, and works abandon. Stress
adapting reactions of a teacher includes psychological reactions (anxiety and
sadness), physiological (headache, high blood pressure) and attitude related (alcohol
and smoking addiction, lifestyle and insomnia). Bad working environment will lead
into stress factor and causing work unsatisfactory. Ultimately, a teacher will have
desire to leave their profession (Kyriacou & Sutcliffe, 1978) High stress level of a
teacher causes disappointment, aggressive behaviour, anxiety, avoidance of work,
absentee, and poor works performance (Kaiser & Polczynski, 1982).

2.0 DEFINITION OF CONCEPT

According to Derogatis (1998), stress may be defined as a state of

psychological pressure influenced by three main sources or domains: personality
mediators (put together of time pressure, driven behaviour, attitude posture,
relaxation potential, and role definition); environmental factors (constituting of
vocational satisfaction, domestic satisfaction, and health posture); and emotional
responses (such as hostility, anxiety, and depression). Derogatis, accordingly
explains that these three sources must be studied interactively to develop a
comprehensive account of psychological stress.
Burnout is a syndrome of complete physical and emotional exhaustion with
psychological,

psychophysiological,

and

behavioral

components

according

Freudenberger (1981). Freudenberger, accordingly explains that i t is characterized

by pessimism, paranoia, rigidity, diminished sense of humour, increased physical
complaints, self-medication, and social withdrawal. Burnout is a chronic condition that
occurs in the helping professions such as doctors, nurses, teachers, lawyers, social
workers and police officers (Freudenberger, 1981).

3.0 LITERATURE REVIEW

Numerous definitions of stress exist in the literature and there is some

controversy over the nomenclature as to whether the term stress, stressor,
or strain should be used to define various aspects of stress (Thatcher &
Miller,

2003).

Frydenberg

(2004)

highlighted

how

an

individual

conceptualizes coping as a response to stress and a medium to develop

resilience. The study highlighted the importance of teaching young people
cognitive skills for coping with stress to facilitate the use of interpersonal
and intrapersonal resources. The study emphasized that for healthy social
and emotional development of youngsters, it is important to change the
language of hopelessness to the language of ability and optimism. The key
to a promising future for youngsters is effective adaptation of the coping
skills.
Schwarzer and Hallum (2008) examined relationship between stress
and self efficacy and suggested a positive effect of high self efficacy in
coping with stress. It is stated that a positive belief about personal
competence to deal with stressful situations results in adaptation of
constructive coping strategies. Thus, self-efficacious teachers tend to
deem their routine work demands as less threatening than those teachers
who carry negative beliefs or doubts about their performance. Similarly, in
another empirical study, Betoret (2009) examined an association among
teachers self-efficacy, institutional resources, and teachers burnout.
Results indicated that internal and external coping resources including
instructional self efficacy, class room management efficacy, and social
support resources were significantly negatively related to job stressors. On
the other hand, job stressors had a significant positive relationship with
teachers burnout.
Benight and Bandura (2004) integrated findings from various studies
regarding the role of self-efficacy in retrieval from various types of
traumatic

experiences

(terrorist

attacks,
3

natural

disasters,

military

combat,

technological

catastrophes,

criminal

and

sexual

assaults).

Analysis found perceived self-efficacy to be a mediator of post-traumatic

retrieval. The contribution of perceived coping self-efficacy as the sole
mediator for post traumatic retrieval indicates the effective functioning of
an individuals belief in his or her capabilities to exercise control over
traumatic and stressful encounters.

The existence of factors other than those intrinsic to teaching can be

demonstrated by cross-national comparisons of teacher stress. Stress and
burnout in the context of teaching (though by no means limited to this
profession) are pathological syndromes suffered by teachers. They are
caused largely by the conditions (organizational and of many other types)
in which teaching takes place, Travers & Cooper (1997). A summary
analysis of the current situation in education permits the identification of
some of the social and organizational factors that constitute sources of
stress and burnout: The combination of changes in society and the
educational system itself has led to a growing complexity of the teachers
role and has increased the demands of the school environment.
Paradoxically, these growing demands are accompanied by a devaluation
of, and a reduction in support for, the school system, which in turn leads to
severe occupational dissatisfaction (working conditions) and health
problems among the teaching staff. In general terms, burnout in the
teaching profession, results from the imbalance between the demands of
the profession and the rewards received, perceived self-efficacy in the
achievement of this objective, observing progress in students, receiving
recognition from others, among other factors.
This profession shares a set of basic characteristics (Pines &
Aronson, 1988): it is emotionally draining, focus on the client, and the
people

who

choose

to

work

in

them

have

certain

personality

characteristics in common. The teaching profession also involves some

aggravating factors which contribute to exacerbating burnout problems
4

among teachers: there is constant personal contact and interaction with

students; teachers need to be experts, to display patience and sensitivity
and to be useful; their work is constantly open to scrutiny and evaluation
by a variety of people; they work with people who may not wish to work
with them or to benefit from their efforts; salaries tend to be lower than
those in comparable jobs; and teachers expectations of different aspects
of their work, such as its perceived value and student motivation often
exceed reality.

4.0 CHALLENGES AND IMPLICATIONS

4.1 Workloads
Research has suggested that a number of stressors are intrinsic to
teaching. In their study, Travers & Cooper (1997) found out that the
workload and long working hours emerged as particular issues for English
teachers as opposed to colleagues in France. When Travers & Cooper
(1997) questioned British teachers across all educational sectors high
workload, poor status and poor pay emerged as three of the seven major
sources of stress - the others being systemic in origin. A study by Male &
May (1998) of learning support coordinators in Further Education colleges
further illustrates the importance of these factors. Coordinators were
assessed for burnout, stress and health. Overall mixed evidence for
heightened stress in this group emerged, but there was strong evidence
for work overload and excessive working hours, associated with emotional
exhaustion.
Role overload occurs when an employee has to cope with a number
of competing roles within their job. Pithers & Soden (1998) highlighted role
overload as a significant stressor in teachers. They assessed levels of
strain, organisational roles and stress in 322 Australian and Scottish
vocational and lecturers. Strain was found to be average in both national
5

groups, but there were high levels of stress, with role overload emerging
as the major cause. The research by research Kinnunen & Leskinen (1989)
identified a cyclical pattern in the effects of overwork, contingent on the
academic year in their assessment of teachers. The assessment was
repeated during the autumn and spring terms of an academic year. It was
found that recovery from stress occurred each weekend during the spring
term, but that by the end of the longer autumn term weekend recovery no
longer took place.
I refer to the letter Let them focus on teaching (NST, Nov 21) by S.
Sundralingam of Ipoh. The issue of teachers workload seems to never
end. My observation is that there is evidence of teachers excessive
workload.
The non-teaching tasks and expanded role of teachers have
deprived teachers of time to carry out their task as educators.
Consequently, teachers experience work overload, which may exhaust
their enthusiasm and erode their commitment. According to a study a few
years back, reported in the media, teachers work an average of 66.24
hours per week, exceeding the maximum average working hours of 45
hours per week set by the International Labour of Organisation. This is
another justification for the need to reduce the workload. Teachers also
have to translate new policies, reforms and changes into action. The
current issue is the implementation of the school-based assessment
system. The success of such policies, changes and reforms depends on
teachers.
Teachers are not against any change. They are all for it if the
changes are in step with improvements in logistics and facilities in schools
that are crucial to implement them. The changes in our education system
have resulted in the general intensification of teachers working life. There
is increased paperwork, more administrative meetings, preparations for
external and internal inspections, and monitoring the implementation of
6

new policies and other bureaucratic requirements that sap the teachers
energy and divert them from the core task of teaching.
As frontline workers in the education system, teachers have the
major task of ensuring the implementation of these policies. Although
there is evidence that schools have been able to embrace the changes,
some teachers may not readily jump on the bandwagon. But for those who
have the passion for teaching, they will do more than expected. Most
teachers are allotted up to 25 teaching periods a week and start as early
as 7am. Ringing of the school bell will mark the start and end of each
period. In this regard, a large amount of the teachers work is dictated by
the tyranny of the clock.
Teachers also have to stay back in the afternoons for co-curricular
activities, staff and panel meetings, and other activities. Even coffee
breaks and lunchtime are slotted into the schedule of teaching.Such a
working scenario demands a high level of commitment, self-motivation
and endurance.
Ideally, a teachers workload must be relevant to education. A manageable
one will enable teachers to complete their tasks without overworking. This
will minimise stress and help sustain commitment. Grouses on teachers
workload

should

be

given

due

consideration.

Hopefully,

the

implementation of the policy statements mentioned in the Malaysia

Education Blueprint 2013-2025 will give teachers something to rejoice.
What have been deliberated are the nuts and bolts of the teaching
profession. We may feel overburdened and harbour resentment on jobrelated issues, but teaching will always be regarded as a noble profession.
Teaching is a value-led profession, concerned with the betterment of
human capital and society as a whole. Most of us are teachers by choice,
so. Let us stay motivated to discharge our duties, although some tasks
may be beyond the call of our duties. Let us perform at the highest level of
7

excellence as a habit. There are key performance motivators for us to

accomplish our job meticulously and efficiently. Teach our students with
great tenacity. We need to be firm, but gentle. Choose our words and
actions carefully. Whatever our actions, they must not deprive our
schoolchildren from getting the education they deserve.
4.2 Overloaded Curriculum
According to a research made by the Cabinet Committee towards the
National Education Fundamental in 1979, they had identified several
weaknesses caused by the overload curriculum

as follows: 1)Lesson

content sometimes repeated and unrelated between subjects or standard.

2) The subject syllabus contains too many items. This makes the pupils
burdened and bored. 3) Teachers and pupils are always forced to finish the
syllabus especially during examination period. 4) Teaching and learning
depends too much on textbooks. This will restrict the use of other teaching
techniques and resources which are more interesting and effective (Abd
Rahim b. Abd Rashid, 2005)
Particularly, on teachers side, there are several effects that happen
in their education life which caused by this overload curriculum problem.
For instance, time management, subject or topic itself, the teachers roles
in teaching and school, teaching styles, teachers dilemma or emotion and
lastly the effects for the future. Firstly, as stated before, the overload
curriculum has caused some impact in teachers time management where
the teachers are rushing for content coverage in order to finish the subject
syllabus before the examination season started. It has, for example,
altered the number of periods taught and has led to the introduction of
cross-curricular areas. Consequently, the time consumed in a week is not
enough for certain subjects and teachers need to make extra classes in
the weekends or after school just to finish the syllabus. Because of the
rush, teachers also need to teach the subject seriously, hence there is no
time for the teacher and pupils to have fun in teaching and learning.
8

Furthermore, from my observations

during

my school

based

experiences, I found that overload curriculum has the effects on the

subjects, topics or syllabus themselves. In addition, teachers always tend
to neglect minor subject such as Physical Education, Living Skills, and
Moral Education in order to focus more on the examination subjects such
as the Malay language, English language, Science and Mathematics. These
subjects are included in the centralized examination for the primary school
known as the Primary School Achievement Test or UPSR. Because of this,
education in school has become exam oriented learning where the minor
subjects classes have been neglected or sometimes replaced with the
examination subjects.
Apart from that, the overloaded curriculum problem also gives some
impacts on the teachers roles in teaching as well as in school. If you are a
teacher, your importance to the curriculum-development process relates
to more than an obligation to implement adopted decisions (Armstrong, D.
G, 2003). I believe every teacher yearn to be an effective teacher in school
and education where they aimed to achieve the objectives in teaching and
learning of the curriculum. However, other than the responsibilities to
teach and conduct the curriculum, teachers also have lots of other duties
and disruptions in school. For instance, as stated by Abd Rahim b. Abd
Rashid (2005) about teacher professionalism and school management, the
teachers task, roles and development in school contexts are divided into
two parts that is the curriculum and teaching management and nonacademic management. As for the curriculum and teaching management,
it involves teaching resources and materials, aims of school and education,
academic (curriculum objectives) and innovation and creativity of teaching
and as for the non academic management, it involves the co-curriculum
activity, school and society, planning and administration and school
leadership. On the other hand, the disruptions that teachers need to
confront during in school are meeting, sports day, school events, holidays
and seminars outside the school.
9

According to Magnusson, Krajcik, & Borko, (1999).

Teaching is a

complex activity that requires teachers to understand content and

pedagogy as they come together to support students thinking and
learning in the context of their classroom. In this case, the overload
curriculum has also affected the teaching styles in teaching and learning.
Lage, Platt and Treglia (2000) stated that, students will gain more
knowledge, retain more information, and perform far better when teaching
styles match learning styles. However, because of the time constraint,
teachers are not able to apply interesting and effective teaching styles in
the classroom. The teaching and learning session is focusing more on
teacher-centred and involved less meaningful activities for the students.
Teachers tend to teach more on theory and use traditional teaching styles
approach where there is no or less contextual and practical learning
involved among the students. A contextualized approach to instruction
also stresses the social nature of real world activities (Wenger, 1998; Lave
& Wenger, 1991). In some cases as Curzon (1985) points out, those who
compile a syllabus tend to follow the traditional textbook approach of an
'order of contents', or a pattern prescribed by a 'logical' approach to the
subject. To worsen the situation, some teachers only teaching just
following the provided text books as stated before without applying other
activities to enhance childrens understanding in learning the lesson.
Hence, this will make the pupils learning become boring and most
probably the learning objectives are not fully achieved by the pupils.
Furthermore, because of this overload curriculum problem, teachers
actually faced their own dilemma and it is sometimes affected their
emotion in carry out their duties. For instance, teacher will feel stressful
because there is not enough time to cover the subjects and in some
circumstances, there are not enough teachers in some school to deliver
the curriculum to the pupils. As stated by Armstrong (2005) when you find
yourself engaged in curriculum task, you and your associates will be
forced to consider important context variables. For instance, a teacher
10

needs to know the social setting within which the materials he or she is
preparing will be taught. Furthermore, a teacher certainly wants to
develop interesting materials that are appropriate to the age and
sophistication levels of the learners who will use them. The variety of
teaching sites, students, community expectations, parent and guardian
priorities, and available support resources militate against that proposition
(Armstrong, D. G, 2003). Teacher also must consider findings which are
related to the learners cognitive and psychological development. As
enactors of the curriculum, teachers interpret, modify, augment and chose
selectively from any materials that are available to them (Ben Peretz,
1990). Nevertheless, due to rushing to finish the topic, teachers are not
able to focus on their particular students needs, for instance, the
difference of student individual level in learning where not all pupils in that
particular classroom are able to achieve the curriculum goals and the
learning objectives especially the pupils from the low level class. This is
true as Armstrong (2003) says that curricular that are developed without
the participation of thoughtful teachers often lack essential gravitas
As a result, this overload curriculum problem is also the causes why
there are still many primary students are not able to master the basic 3Rs
skills namely reading, writing and arithmetic. Teachers also will be in
dilemma because they are only able to teach the children on the surface
and they are not able to educate the pupils such as inculcating the
values of the lesson. This dilemma phenomenon has shown that teachers
are not able to fulfil the teaching philosophy which is designed to expand a
creative, innovative and interesting teaching and learning concept.

As

explained by Abd Rahim b. Abd Rashid (2005) teaching and learning that
had been implemented by the teacher will never be effective if the teacher
did not understand the teaching philosophy in order to construct the
strength and understand the effects of learning in establish and develop a
students potential and ability. Issues like teaching and learning styles,
teaching objectives and aims are the principles that designed the teaching
philosophy. As the consequence from this problem, the National Education
11

Philosophy is not delivered perfectly and the aims of education are not
achieved among the children. Sharifah (1999) explained that NPE is
developed to achieve the nations vision to prepare children to become
knowledgeable, trained and skilled individuals to meet the growing needs
of the millennium.
The National Education Philosophy has been the aims and the
purpose of education in Malaysia that need to be achieved by the
students, and it is the responsibility of the teachers to establish balanced
human capitals harmony with the philosophy that had been created by the
Ministry of Education. Education in Malaysia is on-going efforts towards
further developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonic, based on a firm belief
in and devotion to God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess high moral
standards and who are responsible and capable of achieving high level of
personal well-being as well as being able to contribute to the harmony and
betterment of the family, the society and the nation at large (Ministry of
Education, 2002).
However, due to the overloaded curriculum, the goals and aims
could not be achieved. Consequently, it will produce the unbalanced
generation and society whom does not have or learn the values from
education and as a result, in the end teacher will be blamed, not just by
the parents but also by the society. It sees what teacher do in the
classroom as a kind of interactive dialogue, which leads to action based on
their perceptions of curricular intent, your expectations of parents and
guardians and the local community, and your views of your students
needs (Henderson, 1992)
After all, teachers still need to catch up with the curriculum in the
educational world as a professional. Moreover, a teacher must understand
12

that the curriculum work is never done because curriculum and education
are always moves and flows with the circulation of time. To avoid the
calamitous results of school program built on out-dated information, it is
essential for curriculum to be an ongoing activity (Armstrong, D. G, 2005).
In order to overcome the effects of the overloaded curriculum problem and
reduces the stress among teachers.
4.3 Classroom Discipline
Classroom discipline is also a significant source of stress. Lewis
(1999) examined teachers' estimations of stress arising from being unable
to discipline pupils in the way they would prefer. Overall, maintaining
discipline emerged as a stressor, with those worst affected being teachers
who placed particular emphasis on pupil empowerment. A study of 1000
student

teachers

(Morton

et

al,

1997)

revealed

that

classroom

management was their second greatest sources of anxiety, the greatest

being evaluation apprehension. Of all the stressors reported, classroom
management anxiety was the only one that did not decline following
teaching practice.
Students misbehavior is a prevailing problem affecting schools not
only in Malaysia but also across the many nations around the world.
Students misconduct in the classroom interferes with teaching and
learning and is thought to be precursor to later school dropout and similar
negative social outcomes. Students behavioral problems are also thought
to be a leading contributor to teachers stress and attrition. Serious
breaches of school discipline policy can have profound negative effects on
teachers. Teachers subjected to abuse or intimidation report experiencing
fears for their safety, lack of sense of dignity at work, intense feelings of
anger, humiliation or shame, isolation and depression.
Some teenagers may never reveal the nature of the incident or its
impact on them. In such cases, the confidence of the teacher has been
13

undermined; his/her sense of personal safety violated and the perpetrator

has not been sanctioned. Slavin (2003). One of the most widespread
reasons for bad discipline however is usually a students inability to cope
with the tasks. The noisiest students will demonstrate their frustration by
loud outbursts, disruptive behaviour, while the rest of the class may
remain passive Sternberg & Williams (2002).
Basically, discipline problems occur when a student refuses to obey
rules of the classroom or school. Rules that deal with human actions will
eventually be broken and require some sort of punishment. The concept of
matching the punishment with the rule violation requires that the rules be
presented in written format and that the punishment for violations be
specified. Rules must also relate to the stated function of education or the
school process and, again, common sense must prevail in establishing
disciplinary action for breaking a rule. Teachers, in making rules for
individual classroom behavior, should constantly be reminded of this
principle.
Furthermore, all students must be aware and prudent of the rules
before disciplinary action can be administered, Franken (1998). Parents
and schools share the responsibility of promoting values and standards
which we hope will help younger people to establish sound behavioural
codes for their lives. It is important that parents
work in-cooperate with their childs school, and not just leave the school
alone in the dark. Discipline problems can be dealt with much more
effectively if both parties could share the similar and ideal vision which,
leads to prolific missions. We are all part of the society and our behavior
will reflect current values and mores. Young students are particularly
impressionable and vulnerable if much of their behavior is learned and
they will copy and act out what they observe to be fashionable and
attractive according to Feldman, (1996).
In schools where the head teachers emphasized punishments rather
more than rewards, pupils progress tends to be inhibited; the greater the
14

number of punishments listed, the more negative were the effects. In

contrast, whenever the number of rewards exceeded the number of
punishments, progress was greater (Duke & Canady, 1991); successful
schools

have

high

expectations

of

discipline,

and

promote

good

relationships between children and staff. They know that it is not just
about how children behave currently in schools but it is about sound
preparation for the later life.

4.0 School-based Assessment System (PBS)

Evaluation apprehension is an issue of increasing import, as quality
assurance procedures increasingly demand lesson observation. The
phenomenon is currently under-researched in qualified teachers, although
there is a modest body of research on student teachers. Capel (1997)
questioned practical teachers following first and second teaching practices
on their levels and sources of anxiety. Evaluation apprehension emerged
as the stressor in both practices. Similarly, the Morton

study (above)

found that of all the sources of stress for student teachers, evaluation
apprehension was the greatest, although it declined following teaching
practice, suggesting that it is reduced by exposure and positive
experiences of observation feedback. The moderating effects of exposure
to lesson observation are an area requiring further research.
It is rare for teachers to voice out their work concerns in public. Even
the occasional letters to the press are published under pseudonyms, as
the teachers are fully aware of the consequences if they break the rules.
But their disenchantment over the school-based assessment (PBS) system
reached a tipping point when some of them showed up at a public rally
recently to protest against the PBS. The issue has been brewing for some
time, with stories about teachers having to burn the midnight oil just to
key in data into an online system that was difficult to access.

15

The PBS was introduced at the Year One level in 2011 and at Form
One in 2012. The planners probably did not anticipate the cumulative
effect of the workload on teachers and data volume on the online system
as more students come under the PBS. Which is why there was such a
palpable sense of relief that greeted the announcement by Education
Minister Tan Sri Muhyiddin Yassin that changes made to the PBS will see a
reduction in workload for the teachers by up to 80%.
National Union of the Teaching Profession (NUTP) president Hashim
Adnan said teachers throughout the country would be happy to hear that
they no longer have to wake up in the early hours of the morning such as
at 2am, 3am or 4am just to key in data. But technical issues aside, we
must not lose sight of the purpose of introducing the PBS in the first place.
The primary role of teachers is to teach. And the self-assessment system is
meant to complement this endeavour as it allows students to be assessed
continuously rather than through set periodic examinations. Teachers,
therefore, must be sensitive to the performance of their students
throughout the year and pay attention to the weaker students to keep
them up to speed.
The intent is to create independent students with critical and
analytical abilities, who are able to understand properly the subject matter
of their studies rather than merely memorising and regurgitating them in
examinations. Which is why the accuracy of the data is crucial as the
quality of the students will now be judged at the school level itself. And the
real test will be for this years Form Three student, who will no longer take
the centralised examination, Penilaian Menengah Rendah (PMR), but the
Pentaksiran Tingkatan 3 (PT3 or Form 3 Assessment). Their entry into Form
Four next year including to fully residential schools, religious secondary
schools, Mara Junior Science College, technical secondary schools and
vocational colleges hinges on how accurately they have been assessed.

16

5.0 RFLECTION
In this last semester, we are required to complete the Teachers and
Current Challenges (EDU3093i). As my assumption throughout the whole
process of completing this coursework, the teaching profession is the most
important profession in the process of absorption of knowledge to
17

individuals and society. In the era of globalization, the role of teachers is

becoming increasingly complex and challenging. The teacher must ensure
that the dignity of the teaching being improved from time to time to a
higher level and thus can realize respected national mission as outlined by
the Prime Minister of Malaysia in the 9th Malaysia Plan.
This coursework really gives new challenge for me as a student
teacher as this is the first time I need to read and analysed the current
issues in education. With the help of my beloved lecturer, Dr Balakrishnan
A/L Govinthasamy, I managed to complete this coursework on time.
For this assignment, I need to collect articles and journals and read books
about Teachers and Current Challenges. I also read the newspaper online to search
for the relevant issues. Through journal and articles analysis, I can learn how to
analyze the data collected. Moreover, it has encouraged me to find books, journal
and articles that related to my major issue. With this I can compare and contrast data
of this study with other studies. This indirectly has given me the opportunity to learn
the things that need to be taken into account in the study. Through the analysis I was
able to strengthen my English proficiency. This is also a bonus for me to improve my
proficiency level.
Besides that, I also can see through the heavy workload of teachers and
stresses they faced was never receded like a seamless sea. I am also a teacher who
has long been in the education arena for over 13 years. If you are talking about
teacher workload seems this question has not been solved. Proposed thrown ignored
by the responsible party. I remember when I was still new in the field of education
teachers' workload problems are often debated. Day after day passed, season-byseason changes, but these issues were dealt with noise.
Voice grievances or issues teachers often heard for decades, but not
been completed. No doubt there are actions taken but it was a lot of that is ad hoc
and politically. Various studies have been conducted by the Ministry of Education
itself such as teacher workload, but the solutions not lighten the load even
further added to more than double the workload. More irony again is that
18

there is no one body or trade union acting or representing all teachers.

Hopefully someday the rainbow will be seen between the clouds.

REFERENCES

Abdullah Sani Yahaya. 2005. Mengurus Sekolah., PTS Professional Publishing Sdn.
Bhd.

19

Abd Rahim b. Abd Rashid (2005) Profesionalisme Keguruan. Prospek dan Cabaran.
Kuala Lumpur: Dewan Bahasa dan Pustaka.
Armstrong, D. G., (2003). Curriculum Today. Columbus, Ohio: Merril Prentice Hall.
Apple, M. W., (2004). Ideology and Curriculum (3rd ed.). New York: Routledge
Falmer.

Benight CC, Bandura A (2004). Social cognitive theory of posttraumatic recovery: the
role of perceived self-efficacy. Behav. Res. Ther., 42:11291148.
Ben Peretz, M., (1990). The teacher-curriculum encounter. Albany: State University of
New York Press.
Blenkin, G. M. et al (1992) Change and the Curriculum. London: Paul Chapman.
Curzon, L. B. (1985) Teaching in Further Education. An outline of principles and
practice 3e, London: Cassell.
Betoret FD (2009). Self-efficacy, school resources, job stressors and burnout among
Spanish primary and secondary school teachers: a structural equation approach.
Educ. Psychol., 29(1): 4568.
Ben Peretz, M., (1990). The teacher-curriculum encounter. Albany: State
University of New York Press.
Blenkin, G. M. et al (1992) Change and the Curriculum. London: Paul
Chapman.
Curzon, L. B. (1985) Teaching in Further Education. An outline of principles
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