Stress Management Strategies Adopted by Teachers in Public Primary Schools in Obio/Akpor Local Government Area of Rivers State, Nigeria.

STRESS MANAGEMENT STRATEGIES ADOPTED BY TEACHERS
IN PUBLIC PRIMARY SCHOOLS IN

OBIO/AKPOR LOCAL GOVERNMENT AREA,
RIVERS STATE
BY
ORDUGO, GLADYS NNENNA

NTI/PGDE 2018/5667
A PROJECT SUBMITTED TO THE

NATIONAL TEACHERS’ INSTITUTE KADUNA,
RUMUEME STUDY CENTRE, PORT HARCOURT.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF POST GRADUATE DIPLOMA IN EDUCATION (PGDE)
DECEMBER, 2018.
i
DECLARATION
I hereby declare that this is my original research work and it
has not been submitted anywhere for the award of any degree.
ii
CERTIFICATION
This is to certify that this project was carried out by Ordugo
Gladys Nnenna of National Teachers’ Institute Kaduna, Rumueme
Study Centre, Port Harcourt, and has been read and approved by
the undersigned.
Dr. Mrs. Amini-Philips ……………… ..…………

Supervisor Signature Date
Dr. Ogidi R. C. ……………… …………..

Centre Co-ordinator (PGDE) Signature Date
Dr. Jegede K. T. ……………… .…………

State Co-ordinator Signature Date
iii
DEDICATION
This project is dedicated to God Almighty for His love,
protection, guidance and provision
iv
ACKNOWLEDGEMENT
I wish to express my deep appreciation to the host of people
whose assistance and guidance where instrumental to the success
of this project.
I am particularly grateful to my project supervisor, Dr. Mrs.
Amini-Philips for her remarkable guidance, support, kindness and
thoroughness in reading through this work. I am equally grateful to
my Centre Coordinator, Dr. Ogidi R. C. for his fatherly advice and
encouragement.
Also, my special thanks go to my beloved, Mr. Soka Saaroh
Sorbari, my lovely parents, Mr. and Mrs. Emmanuel W. Ordugo and
my cousins, Emeka and Franklin Wosa for their magnanimous
supports.
v
TABLE OF CONTENTS
PAGES
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledge v
Table of Contents vi
List of Tables ix
Abstract xi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Purpose of the Study 6
1.4 Research Questions 7
1.5 Research Hypotheses 7
1.6 Significance of the Study 8
1.7 Scope of the Study 10
1.8 Operational Definition of Terms 11
CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Conceptual Review 12
vi
Teachers’ Stress, Strain and Burnout 14
Causes of Teachers Stress 17
Symptoms of Stress among Teachers 21
Stress Management Strategies 25
2.2 Theoretical Review 28
Conservation of Resources Theory 29
Cognitive Activation Theory of Stress 31
2.3 Review of Empirical Studies on Occupational

Stressand Job Satisfaction among Primary
School Teachers 32
2.4 Review of Related Empirical Studies 34
2.5 Summary of Review of Related Literature 35
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 36
3.2 Area of the Study 37
3.3 Population of the Study 37
3.4 Sample and Sampling Techniques 37
3.5 Instrument for Data Collection 38
3.6 Validity of the Instrument 40
3.7 Reliability of the Instrument 40
3.8 Method of Data Collection 41
vii
3.9 Method of Data Analysis 41
CHAPTER FOUR: DATA PRESENTATION AND DISCUSSION

4.1 Research Question One 44
4.2 Research Question Two 47

4.3 Research Question Three 48
4.4 Research Question Four 50
4.5 Research Question Five 52
4.6 Research Question Six 54

4.7 Research Hypothesis One 55
4.8 Research Hypothesis Two 58

4.9 Research Hypothesis Three 60
4.10 Summary of Findings 61
CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS
5.1 Summary of the Study 64
5.2 Conclusion of the Study 65
5.3 Implications of the Study 66
5.4 Recommendations 67
5.5 Limitations of the Study 68
5.6 Suggestions for Further Research 69
References 70
Teachers’ Stress Management Strategies
Questionnaire (TSMSQ) 75
Appendix 78
viii
LIST OF TABLES
PAGE
Table 1: Frequencies and percentages of key sources
of stress among public primary school teachers
inObio/Akpor L.G.A 44
Table 2: Frequencies and percentages of perceived effects

of stress on teachers in public primary schools
inObio/Akpor L.G.A 47
Table 3: Mean, standard deviation and mode of

respondents on stress management
strategies adopted by teachers in public
primary schools in Obio/Akpor L.G.A 48
Table 4: Means, standard deviations and modes of male

and female respondents on stress
management strategies adopted by teachers in
public primary schools in Obio/Akpor L.G.A 50
Table 5: Means, standard deviations and modes

of respondents between the ages of 25–39 years
and 40–55 years on stress management
strategies adopted by teachers in public
Table 6: Means, standard deviations and modes

of respondents on the stress level of teachers
based on number of pupils in a class in public
Table 7: T-test analysis of significant difference in the

mean stress management strategies scores of
male and female teachers in public primary
schools inObio/Akpor L.G.A, Rivers State 56

mean stress management strategies scores of
teachers with regards to age. 58

mean scores of teacher stress levels with respect
to number of pupils in a class. 60
ix
ABSTRACT
This study investigated stress management strategies adopted by

teachers in public primary schools. The area of the study was
Obio/Akpor Local Government Area of Rivers State, Nigeria. The
study adopted descriptive survey design approach. The population of
the study was 793 public primary school teachers comprising of 56
males and 737 females. A sample of 250 respondents consisting of
16 male and 234 female teachers was drawn from the population
using stratified random sampling technique. Six research questions
and three null hypotheses were answered and tested in the study. A
validated instrument titled “Teachers’ Stress Management Strategies
Questionnaire (TSMSQ)” was used to collect data from the
participants. Data collected were subjected to SPSS application
software for analyses and interpretations. The data were analyzed
using descriptive statistics which include frequencies, percentages,
means and standard deviations. Independent t-test analysis was
used to evaluate the null hypotheses at 0.05 levels of significance.
The findings of the study revealed that; financial factors,
overcrowded pupils in a class, and lack of staffs training by
government were key sources of teachers’ stress in the study area.
However, the findings of the study had also revealed that the stress
management strategies adopted by public primary school teachers in
the study area were positive; and there was no significant difference
in the mean stress management strategies scores of male and female
teachers. Based on the findings, it was recommended that
government should improve teachers’ welfare and also employ more
teachers in public primary schools to reduce teacher’s workload and
stress.
x
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teaching is a delicate job that requires specific behavior
in the classroom. Teachers need psychological, physical and
spiritual balance to cope with intense stress resulting from
teaching job. Our society expects teachers to be well rounded
educationally and emotionally. However, teachers experience a
number of different pressures and stressors, such as: difficult
students, difficult classes, taking work home, lack of
administrative support, pressure from parents, teachers’
evaluation, professional development, job uncertainty,
integration of intelligence and technology, students’ and
parents’ bullying, etc. Since the existence of western education
till date, teachers have been traumatized by emotional,
psychological, mental and physical problems or distances
brought about by stress. These problems pose threat to the
health of teachers and most times their ability to live in
harmony with people around them. Even though stress can
never be wished away in man’s life, and even though human
beings need some moderate level of stress to function
1
effectively in certain situations, when it becomes too much and
persistent, will cause some damage in the psychological and
physiological well-being of the person (Ekwe, 2000). Thus,
every research and literary work on stress has a primary
motive of creating awareness about the issue so as to help
people develop ways of coping and maintaining good health
(Amadi, 2007). According to Cooper and Marshall, (1976)
“Stress is a condition in which an individual is kept under
worries which disrupts one’s emotional state”. He further
stated that it is any demand or condition that affect an
individual’s normal way of functioning; which induces him to
take extra step in order to cope with such condition. Laheh,
(2003) notes that stress is any event or circumstances that
strain or exceed a person’s ability to cope. Reber and Reber
(2001) stated that stress is a force that when applied to a
system causes some severe change of its original form and
brings it to disorganized form. Conversely, Santrock (2000)
defined stress as “the response of individuals to the
circumstances and events called stressor that threaten them
and tax their coping abilities”. A stressor is an external factor
2
which is disruptive in nature and may lead teachers to take
certain steps to maintain personal equilibrium.
Teacher’s stress has been defined as “the experiences by
a teacher of pleasant emotions such as tension, frustration,
anxiety, anger and depression resulting from teaching job
(Kyriacou, 2001). Stress is a generalized non- specific response
of the body to the physical and psychological demands made
on it (Denga, 1991). In this case, response of stress comes in
different forms and patterns in a simultaneous way. For
instance, body responses like headache, stomach up-set, body
weakness and restlessness can all be experienced at the onset
of stress (Selye, 1994).
In describing the nature of stress, Chika and Iwundu
(2006) observed that stress is experienced by all categories of
people which includes old and young, rich and poor, male and
female, employed and unemployed, literate and illiterate.
According to them, it is normal to experience stress but the
danger in it is when it becomes excess for somebody to contain
because at that point, it becomes injurious to health. All stress
therefore, whether academic or non-academic, overt or covert
plays a role in the development of many organic and mental
3
disorders. Stress wear and tear our bodies as we adjust to
challenges of our continually changing environment. For these
reasons, teachers ought to make use of certain measures to
manage stress and adapt these strategies in order to cope
effectively in school. Ode, (2005) suggested that learning to
cope with stress is desirable because those who do not cope
develop serious problem of anxiety that impairs their efficiency
and leads to ill health.
The working environment has great impact on level of
stress. In Obio/Akpor Local Government Area of Rivers State,
the public primary schools are being run by state government
with a set of rules and regulations, which sometimes impose
stress on the teachers. The effects of stress can reduce
teacher’s performances at work, increased sickness, absence
and even death.
With all these at the back of our mind, we now
understand that stress can be detrimental to health and
teachers’ performance at work. It is against the background of
healthy activities and teachers’ work performances that
motivated the researcher towards ascertaining the strategies
that should be used by teachers to manage stress.
4
1.2 Statement of the Problem
Stress is unavoidable as it has been with man for ages
but excessive stress could be hazardous to health and work
performance. Teachers are exposed to a lot of stress which
could affect their wellbeing and performances.
The researcher has observed and witnessed some
teachers sweating profusely with severe headaches at work,
while some even leave the teaching profession in search of
other jobs because of the much stress they face.
Primary school teachers experience higher levels of
teaching stress due to demanding situations while dealing with
pupils. Overcrowded classroom, heavy syllabus and
inadequate facilities make teachers’ work complex (Shukla,
2008). Almost every public primary school teacher, irrespective
of their gender, age, and level of study complain of the
excessive stress they encounter and the negative effects it has
on them. It is on this basis that determining stress
management strategies among public primary school teachers
in Obio/Akpor Local Government Area of Rivers State is
necessary.
5
1.3 Purpose of the Study
The purpose of this study is to find out the stress
management strategies adopted by public primary school
teachers in Obio/Akpor Local Government Area, Rivers State.
Specifically, the study tends to determine the:
1. Sources of stress among public primary school teachers
in Obio/Akpor L.G.A, Rivers State.
2. Perceived effects of stress on teachers in public primary
school in Obio/Akpor L.G.A.
3. Stress management strategies adopted by teachers in
public primary schools in Obio/ Akpor L.G.A, Rivers
state.
4. Influence of gender on stress management strategies
adopted by teachers in public primary schools in
Obio/Akpor L.G.A, Rivers State.
5. Influence of age on stress management strategies adopted
by teachers in public primary schools in Obio/Akpor
L.G.A, Rivers State.
6
1.4 Research Questions
The study sought answers to the following research
questions.
1. What are the key sources of stress among teachers in
public primary schools in Obio/Akpor L.G.A, Rivers
State?
2. What are the perceived effects of stress on teachers in
public primary schools in Obio/Akpor L.G.A, Rivers
State?
3. What are the stress management strategies adopted by
teachers in public primary schools in Obio/Akpor L.G.A?
4. What are the influences of gender on stress management
strategies adopted by teachers in public primary schools
in Obio/Akpor L.G.A, Rivers State?
5. What is the influence of age on stress management
strategies adopted by teachers in public primary schools
in Obio/Akpor L.G A, Rivers State?
6. What is the influence of number of pupils in a class on
the stress levels of teachers?
1.5 Research Hypotheses
The following null hypotheses were tested in the study:
7
1. There is no significant difference in the mean stress
management strategies scores of male and female
teachers in public primary schools in Obio/Akpor Local
Government Area of Rivers State.
2. There is no significant difference in the mean stress
management strategies scores of teachers with regards to
age.
3. There is no significant difference in teachers stress level
with respect to the number of pupils per class.
1.6 Significance of the Study
The findings of the study will provide data on literature
for academics as a basis for further research.
This study has both practical and theoretical significance.
Theoretically, the findings of this study will help to verify and
sustain Selyes’ theory of General Adaptation Syndrome (GAS)
which posits that, individuals pass through three stages of
stress: first, being the alarm stages - when one becomes aware
of the stressors. Second, the resistance stage - when one uses
a variety of means to overcome the stress. Third, the
exhaustion stage - when the stress persists, which wears out
the victim.
8
This theory will help the teachers to be aware of three
stages of stress, and adapt good strategies in stress
management so as to avoid harmful effect of stress in their
occupational life.
Practically, the beneficiaries of this study will be the
primary school teachers, pupils, teacher educators, ministry of
education, state universal basic education board, researchers
and curriculum planners. The result of this study will be of
benefit to the primary school teachers when it is published in
the sense that it will enable them understand better strategies
of their stress management, which will improve their
performance. Pupils will benefit from the findings of this study
for the fact that, when teachers adjust with the help of good
stress management strategies, they will put in their best and
better teaching – learning will be enhanced.
Teacher educators will benefit from this study because it
will enable them identify appropriate and more effective stress
management strategies that will help improve teaching and
learning processes in the school. Ministry of education will
benefit maximally because when this study is published, it will
enable them organize workshops, seminars and conferences
9
for teachers on effective stress management strategies. State
universal basic education board will also benefit from the
findings of this study because, it will enable them solve the
problem of insufficient teachers by employing and posting
more teachers to the required schools.
Researchers will benefit from the findings of this study
when it is published, in the sense that, it will serve as source
of information in their future research work. Curriculum
planners will also benefit from these findings because, it will
enable them include effective stress management strategies in
the school curriculum to be taught to students and future
teachers.
1.7 Scope of the Study
The sampled schools are spread widely in the entire
Obio/Akpor Local Government Area of Rivers State and
therefore, the uniformity of stress management strategies
adopted by teachers may vary from one public primary school
to another. Therefore caution will be taken when generalizing
the findings from different public primary schools to the entire
Local Government Area.
10
Private primary schools in Obio/Akpor Local Government
Area of Rivers State are not part of this study. The research
work is delimited to the stress management strategies adopted
by teachers in public primary school in Obio/Akpor L .G. A,
Rivers State
1.8 Operational Definition of Terms
For the purpose of this study, the following will be
adopted as working definition of some selected terms:
Stress: This is a condition/situation, internal or environmental
that imposes demand for adjustment on an organism.
Stressor: This is an activity, overt or stimulus that causes
stress.
Burnout: This is an emotional, mental or physical exhaustion
that comes from job–related stress.
Strain: This is any unpleasant behavioral, psychological or
physiological outcome in a teacher.
11
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter aimed at revealing literature relevant to the
study, which shall be discussed under the following
subheadings:
1. Conceptual Review
2. Theoretical Review
3. Empirical Review
4. Summary of Literature Review
2.1 Conceptual Review
Stress is as old as human existence. Every living being is
always faced with issues and problems that lead to stress. Life
itself is full of stressful situations. This is because man makes
efforts to modify his physical environment in the course of
living, his environment on the course of living; his environment
equally makes demand and puts pressure on him.
Achalu (2010) viewed stress as an interrelationship
between the mind and the body. Hence, a link exists between
stress and health. Stress is looked upon as a biological
response to events that threaten to overwhelm the individual
capacity to cope satisfactorily to changing situation in the
environment. Stress has been a major health problem in all
12
works of life and it is inherent in all human activities and
endeavors. This is because; the world itself is full of never-
ending array of challenges; many of which present them as
obstacles to be overcome (Boyce & Ellis, 2005).
Love, in Hinkle, (1973), noted that tress refers to internal
force generated with solid body by the action of any external
force, which tends to distort the body or the organism
concerned. There are three (3) features in this definition: First,
that stress is an internal force. Secondly, force generated is
external, that is, outside the individual, and thirdly, it is an
external force that tends to distort the body or organism. This
means that it is difficult to conceptualize stress.
Scholars perceived stress from different perspectives
based on their orientations. Selye (1976) defined stress as,
“The rate of wear and tear in human body associated with any
vital activity’’. In line with Selye (1976); Davis, Eshelonan and
Mecay (1988) stated that stress is the wear and tear in human
bodies’ experience, as they adjust to their continually changing
environment. This has physical and emotional effects on them
and can create positive or negative feelings.
13
Stress as a positive/eustress influence, can help compel
an individual to take action. It can result in a new awareness
and exciting new perspectives. For instance, positive events
such as, getting married, buying a house, getting admission or
receiving promotion. On the other hand, stress as a
negative/distress influence can lead to feeling of distrust,
rejection, anger and depression which can lead to health
problems such as headache, stomach upset, rashes, insomnia,
high blood pressure, heart disease, stroke, aches and pains.
Ngwoke Omeje (2002), stated that, stress is any condition
that disturbs the normal functioning of psychological levels. In
support of this assertion, Ellen, Melinta, Lisa, Heather and
Jean (2007), asserted that stress is a psychological and
physiological response to events that upset on individual’s
balance in some ways. These demands or events are called
stressors.
Teachers’ Stress, Strain and Burnout
Teachers’ stress is described as any characteristic of the
school environment that poses a threat to the teacher (Sutton,
1984). The impact of teacher stress depends upon an
14
individual’s social supports, personality characteristics and job
satisfaction (Guglielmi & Tatrow, 1998).
Two types of stress can ultimately affect teachers: Task
based stress-such as dealing with disruptive students, refers
to problems that are associated with a variety of specific tasks
that teachers must perform in their teaching role. Role based
stress- such as the absence of sufficient resources to perform
adequately, refers to how teachers’ expectations of their role fit
in with the actual work-related responsibilities needed to fulfill
their role (Pettigrew &Wolf, 1982). Stress within teaching is
driven by the organizational factors related to the way in which
teachers are expected to work (Hepburn & Brown, 2001).
Organizational factors that contribute to teacher stress
can include unreasonable directed time budgets, excessive
paperwork, unrealistic deadlines and intimidating inspection
regimes (Hepburn & Brown, 2001). A teacher’s personality is a
factor when explaining the amount of stress that is present.
Teachers’ skills, motives, and perceptions of their environment
determine the amount of stress that may take place (Guglielmi
& Tatrow, 1998). A teacher who does not have a conflict
between personal values and those of educational authorities
15
has a high ambition to succeed professionally, and is not
easily upset or excited; tend to experience the last amount of
stress (Bachkirova, 2005). Teacher stress is closely linked to
strain and burnout.
Strain is any unpleasant behavioral psychological, or
physiological out come in a teacher (Sutton, 1984). In general,
strain is the result of an interaction between a person and
their environment. Burnout is the emotional, mental and
physical exhaustion that comes about from job-related stress
and roughly describes any negative responses by teachers to
work-related stress (Blasé, 1982). Teachers who are idealistic
and enthusiastic are most vulnerable to burnout (Farber,
1991). Buffers for burnout include social support, sense of
control, and dietary habits (Guglielmi & Tatrow, 1998).
Burnout tends to occur when effort and coping resources fail
to overcome stress, and stems from an individual perception of
a significant discrepancy between effort and reward (Farber,
1991). It is characterized by depersonalization and a decline in
personal achievement.
A burnout cycle begins when teachers show a decrease in
effort and major values outcomes, and an increase in job
16
strain. Burnout is the end state of “burning out”, which is the
gradual attrition of important technical psychological and
social resources (Blasé, 1982). Teachers can be considered
burnout if they show attitudes that depersonalize
pupils/students, as well as exhibiting low levels of personal
accomplishments in their work (Hastings&Bham,2003).
Burnout leads teachers to experience an increase in
absenteeism, and a high desire to want to leave the teaching
profession (Hastings & Bham, 2003).
Causes of Teachers Stress
Teacher stress can be caused from variety situations.
Stress often comes about when teachers have difficult
negotiating various aspects of interactions with students
(Hepburn & Brown, 2001) or from any circumstances that are
considered too demanding, depriving of time, and interfering
with instruction (Blasé, 1986). Stress can best be explained by
categorizing factors into first and second order stressors. First
order stressors directly interfere with teacher effort and can
include student apathy, student disruption or discipline, poor
student attendance, high student to teacher ratio (Large
classes), paperwork, prep-work, irresponsible colleagues,
17
obstructive supervisors, lack of effective leadership such as
principals or vice principals, head teachers, and seemingly
non-supportive parents. Stressors that occur must frequently
tend to be organizational issues dealing with students,
administration, other teachers, and other work relationships
(Blasé, 1986). Second order stressor do not interfere directly
with teacher effort and can include issues such as how
salaries, emotional fatigue, frustration, helplessness,
stagnation, boredom and loss of motivation or enthusiasm
(Blasé, 1986).
Stress among teachers can also be grouped into three
categories: Role demands, instructional problems, and
interpersonal relationship (Sutton, 1984). Role rated stress is
said to be the difference between teachers’ role expectations
and their actual experiences within that role (Pettegrew & Wolf,
1982). Role demand stressors include ambiguity, overload,
conflict (Sutton, 1984), preparedness, and non-participation
(Pettegrew & Wolf, 1982). Organizational characteristics such
as policies, structure, and processes can also be categorized as
role demand stressors (Bacharach, Bauer & Conley, 1986).
Instructional problems or task stress identifies problems
18
associated with a variety of specific tasks that teachers must
perform in their teaching role (Pettegrew & Wolf, 1982).
Instructional problems can include difficulties with student
discipline, competence, inappropriate procedures for student
placements, instruction, inadequate standardized tasks,
grading systems (Sutton, 1984), notification of unsatisfactory
work performance, being physically threatened by students
(Pettegrew & Wolf, 1982). And sparse or dangerous working
conditions (Bacharach, Bauer, & Conley, 1986). Interpersonal
relationships refer to relationships teachers have with fellow
professionals or community members within the educational
environment. Network interaction and supervision may also
fall into this category (Bacharach, Bauer & Conley, 1982). The
most common stressors in this group are conflict with other
staff members, and a lack of social support from supervisors
and coworkers (Sutton, 1984).
Causes of teacher stress can also be broken down into
environmental and individual stressor. Most stressors that can
be found in the work environment include: Unfavorable
working conditions, heavy workloads, organizational problems,
paucity of resources, lack of support and or autonomy, and
19
decision making. The work environment can also include
physical stressors such as task-related notice, crowding, the
size of the classroom and or school, safety or youth violence,
as well as administrative pressure such as support from
managers and role ambiguity (Hastings & Bham, 2003).
Individual characteristics include the unique attributes of
teaches such as personality, age, gender, demographic
background, the ability to establish and maintain supportive
networks, cognitive evaluation of stressors, the ability to cope,
type of teacher, and job dissatisfaction (Guglielmi & Tatrow,
1998). Individual stress can also be associated with the
compatibility between personal and educational values,
ambition to succeed, sensitivity threshold, competitiveness,
multiple roles for female, teachers (such as parent, caretaker,
homemaker and teacher), and perfection (Bachkirova, 2005).
A major source of teacher stress can be directly
attributed to the students. Through survey and interview
responses, teachers most commonly refer to students as being
responsible for most of their stress (Hastings & Bham, 2003).
Stress resulting from student discipline is associated with
teachers having to play the different roles of baby sitters,
20
police officers, or even harsh authoritarians, which can cause
role demand overload (Blasé, 1986). Most teachers view
disrespectful behaviour, student attentiveness, and sociability
as the most stressful student misbehaviours, (Hastings &
Bham, 2003). Griffith, Steptoe, and Cropley (1999) found that
primary classroom teachers suffer more stress than secondary
teachers. Primary school teachers are responsible for one class
throughout the entire school year which makes teachers not
only responsible for educational activities, but for moral and
social development as well. More responsibilities, along with
work pressure and student misbehavior, cause primary
classroom teachers to have the highest level of stress. These
behaviours along with student discipline management; student
apathy, student achievement, and student absence all result
in teachers experiencing increased stress (Blasé, 1986).
Symptoms of Stress among Teachers
Many scholars from different perspectives made
highlights of manifestations of stress, relating to people’s
occupation. These manifestations are called symptoms of
stress.
21
Teaching stress manifests in a situation which evokes
psychological response in form of anxiety, tension, panic, a
feeling of sense of insecurity and loss of self-confidence.
(Iketuonye, 1993) and (Dada, 2010), identified three types of
stress symptoms which are physical, emotional and mental.
Physical manifestation of stress in individuals is associated
with tension, headache, restlessness, fatigue or general body
tiredness, blurred vision, muscle twitches, reduce libido,
increase in blood pressure, change in heart beats, dizziness,
trembling, and perspiration among others. Emotional reaction
according to Iketuonye include: fear, nervousness, worry,
irritability, loss of voice, aggressiveness, intolerance,
nightmares and being upset.
Mental stress symptoms identified include: boredom, or
mental tiredness, poor concentration, disturbing thoughts and
poor performance in problem solving tasks. In line with
Iketonye, Dunham (1992), Oboegbulam (2004), Fremont
(2003), and Ellen, Melinda, Heather and Jean (2007), identified
four major groups of
stress symptoms namely: emotional/feelings, mental/cognitive
/intellectual, physical and behavioral.
22
 Emotional stress symptoms: The stress victim feels
moody and hypertensive, depressive, urge to laugh or cry
at inappropriate times, embarrassment, anger and
anxiety.
 Mental/cognitive/ intellectual stress symptoms:
These depict how stress affects one’s mind. These
symptoms are noticeable in individuals experiencing
memory stress problem such as, inability to concentrate
and negative world view among others.
 Physical/stress symptoms: The following symptoms are
indicators of physical stress – headaches, digestive
problems, muscle tension and pain, sleep disturbances,
constipation eating disorders, weakness, nausea, asthma,
shortness of breath, decrease sex drive and fatigue
among others.
 Behavioral stress symptoms: These symptoms are
associated with eating more/less, isolating oneself from
others, neglecting ones responsibilities, increasing
alcohol and drug intakes, agitation, nervous habits, such
as nail biting, self-pacing, teeth grinding, or jaw
clenching, overreacting to unexpected problems.
23
This study therefore reveals that stress affects the mind,
body and behavior. The scientific signs and symptoms of stress
vary from one person to another. Nevertheless, all have the
same potential to negatively impinge on the health and
emotional well-being of individuals.
There are other symptoms of stress due to job-related
demands on an individual. Capel (1987) indicated that, when
job-related demands and stress are excessive, there could be
varieties of possible symptoms. Burnout is identified as one
type of chronic response to the cumulative long term negative
impact of work stress. This can be manifested in workers,
emotionally detached from their jobs and may ultimately cause
them to leave their job. Capel pointed on the three most
common effects of burnout as; emotional exhaustion,
depersonalization, and low personal accomplishment. He
further noted that stress and its effects have negative impact
on teachers and students they teach.
A teacher who is experiencing progressive dissatisfaction
exhibits symptoms of stress which colleagues and students
can observe. This include: fatigue, depression, general lack of
resilience, no sense of humor, difficulty –being organized, no
24
time to listen to anyone and frequent illness (Matthew, 1990
and Jarvis, 2002).
Stress Management Strategies
Dealing with problems or difficulties in a calm and
appropriate manner is commonly referred to as management
strategies (www.dictionary.com, 2017). How a teacher copes
with stress in the school environment affects the impact of
stress on their psychological well-being and their psychological
response (Griffith, Steptoe, & Cropley, 1999). Coping behaviors
or resources come in the form of physical, psychological,
social, or material factors and help teachers overcome job-
related stressors and achieve their valued outcomes with
students (Blasé, 1982).
Boekaerts (1994) identified two ways of dealing with
stress as: problem-focused coping and emotional-focused
coping. Problem-focused coping refers to the efforts made by
individual to act on the source of the stress, while the
emotional-focused coping is all about the efforts to reduce the
emotional distress by moving away from the source, either
actually or mentally. Problem-focused coping is called
“Approach”, while emotional-focused coping is called
25
“Avoidance”. The approach ways of managing stress are
applied when the stressors are of long-term, while the
avoidance ways of coping are used when the stressors are of
the short-term.
Another way of managing stress is by organizing Staff
Professional Development Program (Oboegbulem, 2004).
Oboegbulem elaborated that, Staff Professional Program as a
type of stress management technique help teachers acquired
knowledge and skills to discharge their duties more effectively
and efficiently. She posited that, teachers at times are
confronted with problems because their training and
orientation do not give them enough preparation. However, she
added that certain stressors could be prevented or avoided if
teachers were well remunerated, equipped, knowledgeable and
skillful in practicing their professions.
Common positive strategies teachers use to alleviate
stress include: exercise, social resources, avoidance, reading,
hobbies, movement and meditation (Gulivadi, 2006). These
coping strategies used by teachers affect their outlook on the
situation, thereby altering the perception of stress (Griffith,
Steptoe, & Cropley, 1999). To alter the perception of stress,
26
teachers may invoke inward coping strategies. Inward
strategies such as concentrating on something narrow in the
field of stimuli around oneself, including seeking stillness and
focus. Outward strategies such as exercise, involve seeking
connections, distractions, and movement (Gulwadi, 2006).
Although, there are many common coping strategies available,
most teachers rely on social support, active planning,
restorative experiences, and suppression of competing
behaviors.
Social support can reduce the impact of stressors on
teachers’ well-being, job satisfaction, and physical illness risk.
Teachers seek support from family, friends, and colleagues in
other to receive advice, discuss feelings, get emotional support,
get sympathy and understanding, and to talk about their
feelings. Teachers who have more support within their
personal lives tend to experience less stress in the workplace
(Griffith, Steptoe, & Cropley, 1999). Active planning, although
a part of the normal workload, allows teachers to take their
mind off stress and focus on their work. The process of active
planning involves concentrating efforts, developing a plan,
taking some action, coming up with strategies, trying to take
27
steps, and doing what has to be done in order to keep their
attention on the students rather than the stressor (Griffith,
Steptoe, & Cropley, 1999).
2.2 Theoretical Review
The study was guided by Transaction Theory of stress as
reformulated by Dienstbier (1989). According to the
Transaction Theory of stress, the cognitive appraisal of stress
is a two-part process which involves a primary appraisal and
secondary appraisal. Primary appraisal involves the
determination of an event as stressful. During primary
appraisal, the event or situation can be categorized as
irrelevant, beneficial, or stressful. If the event is then evaluated
as a harm/loss, a threat, or a challenge. A harm/loss refers to
an injury or damage that has already taken place. A threat
refers to something that could produce harm or loss. A
challenge event refers to the potential for growth, mastery, or
some form of gain. Richard Lazarus (1984) argues that we
cannot assess the origins of stress by looking solely at the
nature of environmental event; rather stress is a process that
involves the interaction of the individual with the environment.
These categories are based mostly on one’s own prior
28
experience and learning. Also, each of these categories
generates different emotional responses. Threatening
stressors can produce excitement and challenging stressors
can produce excitement. This theory helps to integrate both
the motivational aspects of stress and the varying emotions
that are associated with the experience of stress. Secondary
appraisal occurs after assessment of the event as a threat or a
challenge. During secondary appraisal, the individual now
evaluates his/her coping resources and options. According to
theory of transactions, stress arises only when a particular
transaction is appraised by the person as relevant to his/her
well- being. In order for an event to be appraised as a stressor,
it must be personally relevant and there must be a perceived
mismatch between a situation’s demands and one’s resources
to cope with it.
Dienstbier (1989) asserts that when an event is appraised
as a challenge, it leads to different physiological consequences
than when it is appraised as a harm/loss or threat.
Conservation of Resources Theory
The conservation of Resources Theory was propounded
by Hobfoll (1989). According to this Theory, individual
29
accumulate resources they can apply to accommodate,
withstand, or overcome threats. They might accumulate
personal resources such as self-esteem and optimize; material
resources, such as Money; condition resources, such as status
and social support. Stressful or traumatic event consume
these resources, thereby augmenting their sensitivity to
subsequent stressors. This Theory reveals that, individual
experience stress when ever resources are depleted and
therefore potentially inadequate to resolve any impeding
demands. Particularly, when Resources deplete such as when
individuals lose money or status, they experience actual
stress. In contrast, when resources are threatened for
example, the possibility that, individuals might lose money or
status is raised. They experience a state called Anticipatory
stress; which can be as acute as actual (Hobfoll, 1989).
The relevance of this theory to the present study is that, any
situation one may find oneself; there is the tendency of being
stressed because, stress is part of life. This theory will help
acquaint teachers to engage in good coping strategies to
alternate the harmful effects of stress for their safety as well as
the continuity of teaching/learning process.
30
Cognitive Activation Theory of Stress
The Cognitive Activation Theory of Stress was
propounded by Ursni and Erikson (2004). They categorized
stress into four aspects viz; stress stimuli, stress experience,
non-specific (generic stress) response and experience response.
They called the stress response a generic alarm in homeostatic
system, producing general and unspecific neurophysiological
activation from one level of arousal to more arousal, or a threat
to homeostasis and life of the organism.
According to Ursin and Erikson, the stress response occurs
whenever something is missing, for example, there is a
homeostatic imbalance or a threat to the life of the organism.
They stated that, stress is an essential and necessary
physiological response and that the unpleasantness of the
alarm poses no health hazard. Nonetheless, when the stress
response is sustained, it may lead to illness and diseases to
the individual/victim.
This theory is relevant to the present study because, it
gives teachers the fore knowledge of the likely consequences of
sustained stress which leads to illness. Teachers can cause
this knowledge to avoid or reduce such stress related illnesses
31
by practicing good stress management strategies to avoid its
negative effects on them.
2.3 Review of Empirical Studies on Occupational Stress
and Job Satisfaction among Primary School Teachers.
Kayasthe and Kayasthe (2012) carried out a study on
teacher’s stress and job satisfaction in Higher Secondary
Schools of Napel. The purpose of the study was to determine
the relationship between stress and job satisfaction among
teachers in Napel. Five research questions and two hypotheses
guided the study. The design adopted was correlational
research design. Sample of 240 teachers were randomly
selected from the population of 2,220 teachers. The
instrument of data collection was questionnaire and data
collected was analyzed using Pearson Product Moment
Correlation.
The findings revealed that, there was a significant
relationship between teachers stress and job satisfaction. The
study is relevant to the present study in the sense that, it
examined similar variable such as stress, and differ from the
present study in the sense that previous study used higher
secondary school teachers, while the present study will use
32
primary school teachers and job satisfaction as one of the
intervening variables. Another difference is that, the previous
study was carried out in Napel while the present study will be
carried out in Obio/Akpor Local Government Area in Rivers
State.
Vandick and Wagner (2001) carried out a study on
theoretical model of teachers stress in Germany. The purpose
of the study was to determine work stress among secondary
school teachers in Germany. Four research questions and two
null hypotheses guided the study. Design of the study was
survey research design. Population of the study was 905 and
356 teachers were randomly selected. Questionnaire was used
for data collection and data collected was analyzed using
Pearson Moment Product.
The findings revealed that, work load led to stress
reaction for the teachers, whereas, principal support, belief of
self-efficacy among participants and of appropriate coping
strategies reduced their experiences of work related stress.
This study is relevant to the present study because, the study
used similar variable which is stress, but differ in the sense
that, the previous study was carried out in Germany, while the
33
present study will be carried out in Obio/Akpor Local
Government Area in Rivers State, Nigeria.
2.4 Review of Related Empirical Studies
Aralu (2009) carried out a study on sources of stress and
stress management strategies among secondary school
teachers in Onitsha. The purpose of the study was to
investigate sources of stress among secondary school teachers
in Onitsha. Descriptive survey research design was used for
the study. Four research questions and two null hypotheses
guided the study.
The population of the study was 1820 teachers, while the
sample for the study was 460 teachers. Questionnaire on
Sources of Stress and Stress Management Questionnaire for
Teachers (SSSMQT) was used for data collection. Data
collected was analyzed using ANOVA, Z-test and Schefte’s post
hoc test; were used to test the stated hypotheses.
This study is relevant to the present study because, it
focused on stress-management strategies as a variable which
the present study is going to use also, they also use survey
design.
34
The only difference is that, the study was carried out in
Onitsha among secondary school students while the present
study is going to be carried out in Port Harcourt among public
primary school teachers.
2.5 Summary of Review of Related Literature
The literature reviewed was presented from the
conceptual, theoretical and empirical perspectives.
From the conceptual perspective, stress is said to be the
response of the body as a result of pressure mounted on it
from the environment. Work related stress is reported to
manifest in situation that evokes, psychological responses in
the form of anxiety, tension, feeling of frustration,
hopelessness and panic.
Role ambiguity, role conflict, work overload were depicted

to be some of the causes of stress. Others are poor
performance incentives, poor salary, poor health, inadequate
classroom among others. These pose adverse effects on
abilities of teachers to effectively perform in the classroom.
The review of literature also includes some empirical
studies on occupational stress on job satisfaction, stressors
that impinge on teachers’ gender, location and stress
management of teachers.
35
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents the method that would be used in
the study. It is organized under the following subheadings:
Research design, area of the study, population of the study,
sample and sampling techniques, instrument for data
collection, validation of the instrument, reliability of the
instrument, method for data collection and method for data
analysis.
3.1 Research Design
The design for this study is descriptive survey design
which seeks to investigate the stress management strategies
adopted by public primary school teachers in Obio/Akpor
Local Government Area of Rivers State. The rational for using
descriptive survey design is in line with Nworgu (2006) who
stated that, descriptive survey design is the process through
which a group of people or items is studied by collecting and
analyzing data from only a few people or items considered to
be representative of the entire group. It is concerned with
conditions that exist, practices that prevail, beliefs, point of
view or attitudes that are held and processes that are ongoing.
36
3.2 Area of the Study
The area of this study is Obio/Akpor Local Government
Area of Rivers State. There are 62 communities that make up
Obio/Akpor Local Government Area with 53 public primary
schools (source: Geographic information system(GIS)
Assessment of land use and land cover charges in Obio/Akpor
L.G.A, Rivers State, Nigeria,(PDF).Maxwellsci.com.Retrieved,
16th August, 2016).This area was chosen because, the
researcher observed that, public primary school teachers in
this Local Government Area are passing through stressful
situations resulting in the L.G.A, losing professional teachers
for less stressful occupation.
3.3 Population of the Study
The population for this study is 793 public primary
school teachers in 53 public primary schools across the L. G.
A. (Source: Rivers State Universal Basic Education Board
(RSUBEB), 2018).
3.4 Sample and Sampling Techniques
The sample size for the study was 250 public primary
school teachers; among which were 16 males and 234 females
drawn from 793. The sample size constituted 31.5% of the
37
total population. Multi-stage sampling procedure was adopted
for this study. Stage one; simple random sampling technique
was used to select 30 communities in the Local Government
Area, namely: Alakahia, Choba, Egbelu, Elelenwo, Eneka,
Ogbogoro, Ozuoba, Rukpokwu, Rumudara, Rumueme,
Rumuigbo, Rumukalagbor, Rumuobiakani, Rumuokparali,
Rumuokwurusi, Rumuolumeni, Rumuodomaya, Rumuokoro,
Rumuokwachi, Rumuokwuta, Rumuola, Rumuolaogu,
Rumuomasi, Rumuomoi, Rumuosi, Rumuorlu, Rumuwaji,
Rumuwegwu, Trans-Amadi and Woji. Stage two; 25 schools
were selected from the sampled communities. Stage three; 10
teachers were randomly selected from each of the sampled
schools, to enable equal representation of teachers across the
board.
3.5 Instrument for Data Collection
One instrument was used for data collection. The
instrument is titled “Teachers’ Stress Management Strategies
Questionnaire (TSMSQ)”. The instrument TSMSQ was
developed by the researcher from reviewed literature and it has
four Sections “A” “B” “C” “D”. Section A: deals with the
demographic data. Section B: deals with potential sources of
38
teachers stress. Section C: deals with the effects of stress on
teachers, while Section D: contains information on teachers’
stress management strategies.
Section B, is subdivided into three Clusters: B 1, B 2, and
B3. Cluster B 1 has 5 items on financial factors as source of
teachers’ stress. Cluster B 2, deals with pupils’ factors as
source of teacher’s stress which has 8 items. Cluster B 3, deals
with administrative factors as source of teachers’ stress with
10 items. These have responses of Yes or No, rated as, (YES)-1,
(NO)- 0.
Section C, is divided into two clusters: C 1 and C2. Cluster
C1 has 7 items on health, while cluster C 2 has 7 items on
performance. These have responses of YES or NO, rated as,
(YES) -1, (NO) - 0.
Section D, has 1 cluster on stress management strategies
adopted by teachers, with 18 items. This has responses of 4
points modified as rating scale which are: Strongly Agree (SA),
Agree (A), Disagree (D), and Strongly Disagree (SD), rated as
(SA) – 4, (A) – 3, (D) – 2, (SD) – 1.
39
3.6 Validity of the Instrument
To ensure validity of instrument, draft of the
questionnaire would be presented to the researcher’s
supervisor and other lecturers in the study centre considered
knowledgeable in the area of study. After a careful study of the
instrument, observations made will be used to modify the
research instrument for its face and content validity.
3.7 Reliability of the Instrument
To test the reliability of the research instrument, the
researcher adopted and used the test –retest procedure. By the
procedure, 12 copies of the research instrument were
administered on 6 selected public primary schools outside the
sample location. Retrieval was made after four days and fresh
copies of the same instrument were re-administered to the
same public primary schools after two weeks interval. The
responses from the two administrations were correlated using
Pearson product moment correlation. The questionnaire had
reliability co-efficient of 0.87 indicating that it is reliable for
the study.
40
3.8 Method of Data Collection
In order to get responses from the teachers in public
primary schools in Obio/Akpor L.G.A, Rivers State, the
structured questionnaires were administered on the teachers
from the sampled schools directly by the researcher.
The answered copies of the questionnaires were also
collected by the researcher and none was rejected or lost.
Hence, a retrieval of one hundred percentages (100% ) was
achieved.
3.9 Method of Data Analysis
The collected data were thoroughly examined and
checked for completeness. The data were summarized, coded
and tabulated. Statistical Package for Social Sciences (SPSS)
application software was used to analyze the data via
descriptive statistics. Research questions 1 and 2 were
analyzed using frequencies: f y = ∑Yes, fn = ∑No; and
∑ ∑
percentages: (%)y = x100, (%)n = x100. Where fy =
frequency of Yes responses, ∑Yes = sum of Yes responses, f n =
frequency of No responses, ∑No = sum of No responses, (% )y =
percentage of Yes responses, (%)n = percentage of No
responses; and N = sample size (250). A benchmark of 50%
41
was used to analyze the results; items with response scores of
50% and above were accepted, while items with response
scores below 50% were rejected. Research questions 3 – 5 were
analyzed using means ( =∑ ), and standard
∑
deviations (s = . Where SA, A, D, and SD
are Strongly Agreed, Agreed, Disagreed and Strongly Disagreed
responses respectively; and N = sample size(s). A criterion
mean of 2.50 was used to analyze the results; items with mean
values of 2.50 and above were adopted, while items with mean
values below 2.50 were rejected. Also, research question 6 was
∑
analyzed using means ( = , and standard deviations
∑
(s = ). Where Yes and No are responses of
participants, and N = sample size(s). A criterion mean of 0.50
was used to analyze the results; items with mean scores of
0.50 and above were taken to be Yes, while items with mean
scores below 0.50 were taken to be No. Finally, the three null
hypotheses were evaluated using independent t-test analysis (t

= ; where = ), and probability value (p)

at 0.05 levels of significance. A critical t-value of 1.96 was

42
used to determine the validity of the null hypotheses; items
with t-value below 1.96 were considered Not Significant, while
items with t-value above 1.96 were considered Significant.
43
CHAPTER FOUR
DATA PRESENTATION AND DISCUSSION
The results of the data collected and analyzed for the
research questions and hypotheses are presented in this
chapter. The findings of the study; based on the results, are
discussed in-line with the research questions and null
hypotheses that guided the study.
4.1 Research Question One
What are the key sources of stress among teachers in public
primary schools in Obio/Akpor L.G.A., Rivers State?
Table 1: Frequencies and percentages of key sources of

stress among public primary school teachers in
Obio/Akpor L.G.A
N = 250 YES NO
S/N Potential Sources of
Teacher Stress Valid Missing fy (%)y fn (%)n
Financial Factors
1 Are you paid in time? 250 None 76 30.4 174 69.6
2 Do you receive adequate 250 None 92 36.8 158 63.2
payment for your work?
3 Is your yearly increment rate 250 None 3 1.2 247 98.8
regularly paid?
4 Is there any provision for 250 None 1 0.4 249 99.6
overtime allowance?
5 Have you been paid your 250 None 17 6.8 233 93.2
promotion arrears?
Pupils’ Factors
6 Do you have noisy Pupils in 250 None 180 72 70 28
your class?
7 Do Pupils absent themselves 250 None 219 87.6 31 12.4
without your permission?
8 Do Pupils comply adequately 247 3 183 74.1 64 25.9
with take home assignments?
44
9 Are there enough textbooks 250 None 207 82.8 43 17.2
for your Pupils?
10 Do Pupils exhibits poor 250 None 34 13.6 227 86.4
attitudes towards classroom
tasks?
11 Do Pupils litter the classroom 250 None 215 86 35 14
every school day?
12 Do Pupils comply with 249 1 229 92.0 20 8.0
correct use of school
uniforms?
13 Are Pupils always late to 250 None 43 17.8 207 82.2
class?
Administrative Factors
14 Are you duly promoted? 250 None 38 15.2 212 84.8
15 Are you frequently 249 1 0 0.0 249 100
transferred?
16 Do you have over crowded 250 None 152 60.8 98 39.2
Pupils in your class?
17 Is your classroom ill- 250 None 64 25.6 186 74.4
furnished?
18 Are you satisfied with your 250 None 241 96.4 9 3.6
job generally?
19 Do you think you have more 250 None 149 59.6 101 40.4
school-work than you should
have?
physical working
environment?
level of involvement in the
decision-making processes?
22 Are you satisfied with the 250 None 97 38.8 153 61.2
overall management structure
of the school/unit?
23 Do you think that the 250 None 104 41.6 146 58.4
opportunities to progress and
develop through training are
fair to everyone?
The result in Table 1 shows the frequencies and
percentages of respondents on key sources of stress among
public primary school teachers in Obio/Akpor L.G.A, Rivers
45
State. The result showed that the following sources of stress
are prevalent among teachers in the study area.
On financial factors as sources of teachers stress, the result
indicated that; irregular payment (174, 69.6% ), inadequate
salary (158, 63.2%), nonpayment of yearly increment rate
(247, 98.8%), nonpayment of over time allowances (249,
99.6% ) and nonpayment of promotion arrears (233, 93.2% ) are
sources of stress among teachers.
On pupils’ factors as sources of teachers stress, the
result showed that; noise making in the class (180, 72%),
pupil’s absenteeism (219, 87.6%) and pupils littering the
classroom every school day (215, 86%) are sources of teachers
stress. However, the respondents disagreed that pupils’
lateness to class (207, 82.2% ) is a source of stress.
Finally, on administrative factors as sources of teachers
stress, the respondents agreed that the following are sources
of stress to them, these include; irregular promotion (212,
84.8% ), overcrowded pupils in one class (152, 60.8% ), bulky
class-work (149, 59.6% ), frequent changes in school policies
and procedures (204, 81.6%), autocratic leadership style (the
head imposes command on subordinates) in the school (153,
46
61.2% ), and little or no provision for teachers’ development
programme by management (such as in-service training) -
(146, 58.4% ).
4.2 Research Question Two

What are the perceived effects of stress on teachers in public
primary schools in Obio/Akpor L.G.A?
Table 2: Frequencies and percentages of perceived effects
of stress on teachers in public primary schools in
Obio/Akpor L.G.A
N = 250 YES NO
S/N Effects of Stress on Teachers
Effects of Stress on Teachers’ Valid Missing fy (%)y fn (%)n
Health
1 Do you have persisted headaches 250 None 2 0.8 248 99.2
and migraines?
2 Do you feel anxious and nervous 250 None 0 0.0 250 100
at work?
3 Do you sweat profusely at work? 250 None 1 0.4 249 99.6
4 Have you previously had time 250 None 23 9.2 227 90.8
off work because of ill-health,
which you think was caused by
stress at work?
5 Do you feel your health 250 None 0 0.0 250 100
(physically/mentally) is being
affected by your work?
6 Do you often feel depressed at 248 2 3 1.2 245 98.8

work?
7 Do you frequently feel dizzy at 250 None 7 2.8 243 97.2
work?
Effects of Stress on Teachers’
Performance
8 Does stress have a negative 250 None 1 0.4 249 99.6
impact on your performance?
9 Do you often feel stressed and 250 None 12 4.8 238 95.2
fatigued at work?
10 Do you work under pressure? 246 4 5 2.0 241 98.0
11 Are you prone to negative 250 None 0 0.0 250 100
47
thinking about your job?
12 Do you think that your job 250 None 0 0.0 250 100
security is not guarantee due to
low performance caused by
stress-related factors?
13 Do you find it difficult to 250 None 16 6.4 234 93.6
concentrate?
14 Do you like your current job? 250 None 247 98.8 3 1.2
The result in Table 2 showed that the respondents
disagreed on all items listed by the researcher for possible
effects of job-related stress on their health and performance.
On the other hand, the result of the study had equally shown
that 98.8% of the sampled teachers agreed that they are in
loved with their teaching job.
4.3 Research Question Three

What are the stress management strategies adopted by
teachers in public primary schools in Obio/Akpor L.G.A?
Table 3: Mean, standard deviation and mode of
respondents on stress management strategies adopted by
teachers in public primary schools in Obio/Akpor L.G.A
Item Statements N = 250
S/N I manage my stress Valid Missing Mean Std. D Mode Decision
when I;
1 Think objectively about 250 None 3.48 0.50 3 A
the stressful situation
2 Planned ahead and 250 None 3.87 0.34 4 SA
manage my time well
3 Don’t correct or monitor 250 None 2.51 0.70 3 A
every single Pupil
4 Try to get adequate sleep 249 1 3.82 0.39 4 SA
5 Avoid situations that 250 None 3.22 0.41 3 A
cause me stress
6 Seek support from my 250 None 2.55 0.75 3 A
colleagues
7 Develop positive feelings 250 None 3.37 0.48 3 A
towards stress-related
48
tasks
8 Listen to radio programs 250 None 1.82 0.58 2 D
9 Engage in regular 249 1 1.77 0.54 2 D
exercise
10 Develop positive attitude 250 None 3.66 0.48 4 SA
towards my work
11 Avoid confrontation with 250 None 3.24 0.43 3 A
colleagues
12 Make relaxation a 250 None 2.63 0.48 3 A
routine
13 Prioritize things that 250 None 3.38 0.49 3 A
keep me happy
14 Increase my alcohol 244 6 1.06 0.29 1 SD
intake
15 Make a SHORT "Must 250 None 3.23 0.42 3 A
Do" and "May Do" list for
myself
16 Don’t over commit 244 6 2.95 0.46 3 A
myself with class work
17 Plan time every 250 None 3.21 0.41 3 A
week/day to enjoy
something that is not
remotely related to
teaching
18 Spent sometimes every 249 1 3.63 0.48 4 SA
day to relax myself
(aside break time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; and SD
= Strongly Disagreed.
The result presented in Table 3 showed the mean,
standard deviation and mode of respondents on stress
management strategies adopted by teachers of public primary
schools in Obio/Akpor L.G.A, Rivers State. The result showed
that items 1 – 7, 10 – 13, and 15 – 18 had mean scores above
2.50, which is the criterion level of acceptance for each item.
Thus, the respondents agreed on those items as effective stress
management strategies. However, items 8, 9, and 14 had mean
49
scores below 2.50; which mean the respondents are in doubt
on the effectiveness of those items in stress management.
4.4 Research Question Four

What is the influence of gender on stress management
strategies adopted by teachers in public primary schools in
Obio/Akpor L.G.A?
Table 4: Means, standard deviations and modes of male

and female respondents on stress management strategies
adopted by teachers in public primary schools in
Obio/Akpor L.G.A
Item Statements Male (N = 16) Female (N = 234)
N/S I manage my stress Mean Std. Mode Dec. Mean Std. Mode Dec.
when I; D D
1 Think objectively 3.31 0.48 3 A 3.49 0.50 3 A
about the stressful
situation
2 Planned ahead and 3.75 0.45 4 SA 3.88 0.33 4 SA
manage my time well
3 Don’t correct or 2.94 0.57 3 A 2.49 0.54 2 D
monitor every single
Pupil
4 Try to get adequate 3.38 0.50 3 A 3.82 0.38 4 SA
sleep
5 Avoid situations that 3.13 0.34 3 A 3.22 0.41 3 A
cause me stress
6 Seek support from 1.88 0.50 2 D 2.59 0.50 3 A
my colleagues
7 Develop positive 3.25 0.45 3 A 3.38 0.49 3 A
feelings towards
stress-related tasks
8 Listen to radio 3.38 0.72 4 SA 1.82 0.57 2 D
programs
9 Engage in regular 2.19 0.66 2 D 1.76 0.54 2 D
exercise
10 Develop positive 3.31 0.48 3 A 3.67 0.47 4 SA
attitude towards my
work
11 Avoid confrontation 3.19 0.40 3 A 3.25 0.43 3 A
with colleagues
12 Make relaxation a 2.69 0.48 3 A 2.64 0.48 3 A
routine
13 Prioritize things that 3.44 0.51 3 A 3.37 0.48 3 A
50
keep me happy
14 Increase my alcohol 1.19 0.40 1 SD 1.08 0.28 1 SD
intake
15 Make a SHORT 3.25 0.45 3 A 3.23 0.42 3 A
"Must Do" and "May
Do" list for myself
16 Don’t over commit 2.50 0.63 3 A 2.52 0.69 3 A
myself with class
work
17 Plan time every 3.25 0.45 3 A 3.21 0.40 3 A
week/day to enjoy
remotely related to
teaching
18 Spent sometimes 3.50 0.52 3 A 3.64 0.48 4 SA
every day to relax
myself (aside break
time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; SD =
Strongly Disagreed; and Dec. = Decision
The result presented in Table 4 showed the means and
standard deviations of male and female respondents on stress
management strategies adopted by teachers in public primary
schools in Obio/Akpor Local Government Area of Rivers State.
The result showed that male teachers agreed on items 1 – 5, 7,
8, 10 – 13, and 15 – 18. While the female teachers agreed on
items 1, 2, 4 – 7, 10 – 13, and 15 – 18. The result also
indicated that both male and female teachers disagreed on
items 9 and 14. However, they took different positions on
items 3, 6 and 8. On item 3, male teachers agreed that stress
could be managed when they don’t correct or monitor every
single pupil; while the female teachers believed that correcting
51
or monitoring every pupil imposes no stress on them. On item
6, male teachers doubted the effectiveness of “seeking support
from colleagues” in managing stress; while their female
counterpart believed that seeking support from colleagues is a
good strategy in stress management. Finally, on item 8, male
teachers strongly agreed that stress could be alleviated
through listening to radio programs; while the female teachers
disagreed on the usefulness of listening to radio programs in
managing stress.
4.5 Research Question Five
What is the influence of age on stress management strategies

adopted by teachers in public primary schools in Obio/Akpor
L.G.A?
Table 5: Means, standard deviations and modes of

respondents between the ages of 25–39 years and 40–55
years on stress management strategies adopted by
teachers in public primary schools in Obio/Akpor L.G.A
S/N Item Statements 25 – 39 years (N = 155) 40 – 55 years (N = 95)
I manage my stress Mean Std. Mode Dec. Mean Std. Mode Dec.
when I; D D
1 Think objectively about 3.49 0.50 3 A 3.46 0.50 3 A
the stressful situation
2 Planned ahead and 3.86 0.34 4 SA 3.87 0.33 4 SA
manage my time well
3 Don’t correct or 2.91 0.42 3 A 3.01 0.50 3 A
Pupil
4 Try to get adequate 3.83 0.38 4 SA 3.81 0.40 4 SA
sleep
5 Avoid situations that 3.21 0.41 3 A 3.23 0.42 3 A
52
cause me stress
6 Seek support from my 2.75 0.64 3 A 2.66 0.50 3 A
colleagues
7 Develop positive 3.40 0.49 3 A 3.33 0.47 3 A
feelings towards stress-
related tasks
8 Listen to radio 2.23 0.55 2 D 1.72 0.60 2 D
programs
9 Engage in regular 1.73 0.56 2 D 1.83 0.50 2 D
exercise
10 Develop positive 3.74 0.44 4 SA 3.53 0.50 4 SA
attitude towards my
work
11 Avoid confrontation 3.25 0.44 3 A 3.23 0.42 3 A
with colleagues
12 Make relaxation a 2.67 0.47 3 A 2.57 0.50 3 A
routine
13 Prioritize things that 3.33 0.47 3 A 3.45 0.50 3 A
keep me happy
14 Increase my alcohol 1.09 0.28 1 SD 1.10 0.30 1 SD
intake
15 Make a SHORT "Must 3.22 0.42 3 A 3.24 0.43 3 A
Do" and "May Do" list
for myself
16 Don’t over commit 2.55 0.66 3 A 2.80 0.50 3 A
myself with class work
17 Plan time every 3.18 0.39 3 A 3.25 0.44 3 A
week/day to enjoy
remotely related to
teaching
18 Spent sometimes every 3.68 0.47 4 SA 3.56 0.50 4 SA
day to relax myself
(aside break time)
Key: SA = Strongly Agreed; A = Agreed; D = Disagreed; SD =
Strongly Disagreed; and Dec. = Decision
The result presented in Table 5 showed the means,
standard deviations and modes of teachers between the ages of
25 – 39 years and 40 – 55 years on stress management
strategies in public primary schools in Obio/Akpor L.G.A. The
result showed that both age groups disagreed on items 8, 9
53
and 14; while they both agreed on all other items listed by the
researcher.
4.6 Research Question Six

What is the influence of number of pupils in a class on the
stress level of teachers in public primary schools in
Obio/Akpor L.G.A?
Table 6: Means, standard deviations and modes of

respondents on the stress level of teachers based on
number of pupils in a class in public primary schools in
Obio/Akpor L.G.A
S/N 1 – 30 Pupils (N = 153) 31 – 50 Pupils (N = 97)
Item Statements Mean Std. Mode Dec Mean Std. Mode Dec
D D
1 Do you have noisy 0.086 0.281 0 No 0.959 0.200 1 Yes
2 Do Pupils absent 0.686 0.466 1 Yes 0.918 0.277 1 Yes
themselves without your
permission?
3 Do Pupils comply 0.974 0.160 1 Yes 0.175 0.382 0 No
adequately with take
home assignments?
4 Are there enough 0.980 0.139 1 Yes 0.505 0.503 1 Yes
textbooks for your
Pupils?
5 Do Pupils exhibits poor 0.980 0.298 0 No 0.577 0.497 1 Yes
attitudes towards
classroom tasks?
6 Do Pupils litter the 0.209 0.408 0 No 0.907 0.292 1 Yes
classroom every school
day?
7 Do Pupils comply with 0.941 0.236 1 Yes 0.510 0.503 1 Yes
correct use of school
uniforms?
8 Are Pupils always late to 0.170 0.377 0 No 0.753 0.434 1 Yes
class?
9 Do you think you have 0.111 0.315 0 No 0.979 0.143 1 Yes
more schoolwork than
you should have?
54
The result presented in Table 6 showed the means,
standard deviations and modes of the stress levels on teachers
based on number of pupils in a class in public primary schools
in the study area. The Table shows that 153 respondents
reported to have between 1 – 30 Pupils in one class, while 97
respondents reported to have between 31 – 50 Pupils in one
class. The result indicated that teachers of the two groups
agreed concurrently on questions 2, 4 and 7; but took different
positions on questions 1, 3, 5, 6, 8 and 9. On question 2,
teachers of both groups agreed that pupils do absent
themselves without permission. On question 4, teachers of
both groups unanimously agreed that there are enough
textbooks for the pupils. While on question 7, they
acknowledge that pupils complied with correct use of school
uniforms.
4.7 Research Hypothesis One
There is no significant difference in the mean stress
management strategies scores of male and female teachers in
public primary schools in Obio/Akpor Local Government Area
of Rivers State.
55
mean stress management strategies scores of male and
female teachers in public primary schools in Obio/Akpor
L.G.A, Rivers State
S/N Item Statements Male (N = 16) Female (N = 234) t-cal p-value Remark
I manage my stress Mean Std. D Mean Std. D
when I;
1 Think objectively 3.31 0.48 3.49 0.50 1.396 0.1638 NS
about the stressful
situation
2 Planned ahead and 3.75 0.45 3.88 0.33 1.486 0.1385 NS
manage my time
well
3 Don’t correct or 2.94 0.57 2.49 0.54 3.214 0.0015 S
Pupil
4 Try to get adequate 3.38 0.50 3.82 0.38 3.346 0.0017 S
sleep
5 Avoid situations that 3.13 0.34 3.22 0.41 0.858 0.3919 NS
cause me stress
6 Seek support from 1.88 0.50 2.59 0.50 5.495 0.0001 S
my colleagues
7 Develop positive 3.25 0.45 3.38 0.49 1.032 0.3033 NS
feelings towards
8 Listen to radio 3.38 0.72 1.82 0.57 10.406 0.0001 S
programs
9 Engage in regular 2.19 0.66 1.76 0.54 3.0366 0.0026 S
exercise
10 Develop positive 3.31 0.48 3.67 0.47 2.9603 0.0034 S
attitude towards my
work
11 Avoid confrontation 3.19 0.40 3.25 0.43 0.5422 0.5882 NS
with colleagues
12 Make relaxation a 2.69 0.48 2.64 0.48 0.4031 0.6872 NS
routine
13 Prioritize things that 3.44 0.51 3.37 0.48 0.5622 0.5745 NS
keep me happy
14 Increase my alcohol 1.19 0.40 1.08 0.28 1.4746 0.1416 NS
intake
15 Make a SHORT 3.25 0.45 3.23 0.42 0.1835 0.8546 NS
56
"Must Do" and
"May Do" list for
myself
16 Don’t over commit 2.50 0.63 2.52 0.69 0.1127 0.9103 NS
myself with class
work
17 Plan time every 3.25 0.45 3.21 0.40 0.3839 0.7014 NS
week/day to enjoy
remotely related to
teaching
18 Spent sometimes 3.50 0.52 3.64 0.48 1.1228 0.2626 NS
every day to relax
myself (aside break
time)
df = 248; NS = Not Significant; S = Significant
Result in Table 7 shows the t-test analysis of significant
difference in the mean stress management strategies scores of
male and female teachers in public primary schools in
Obio/Akpor Local Government Area of Rivers State. The result
showed that there is a significant difference on items 3, 4, 6, 8,
9 and 10 since their probability values are less than 0.05.
However, there is no significant difference on items 1, 2, 5, 7,
11 – 18 since their probability values are greater than 0.05.
This implies that 33% of the result in Table 7 indicated
significant difference, while 67% of the result indicated no
significant difference. Therefore, on the basis of inferential
statistics; there is no significant difference in the mean stress
management strategies scores of male and female teachers in
57
public primary schools in Obio/Akpor Local Government Area
of Rivers State.
4.8 Research Hypothesis Two

There is no significant difference in the mean stress
management strategies scores of teachers with regards to age.

mean stress management strategies scores of teachers
with regards to age.
S/N Item Statements 25 – 39 years 40 – 55 years t-cal p-value Remark
(N = 155) (N = 95)
I manage my stress Mean Std. D Mean Std. D
when I;
1 Think objectively 3.49 0.50 3.46 0.50 0.4605 0.6456 NS
about the stressful
situation
2 Planned ahead and 3.86 0.34 3.87 0.33 0.2282 0.8196 NS
manage my time well
3 Don’t correct or 2.91 0.42 3.01 0.50 1.6980 0.0908 NS
Pupil
4 Try to get adequate 3.83 0.38 3.81 0.40 0.3959 0.6925 NS
sleep
5 Avoid situations that 3.21 0.41 3.23 0.42 0.3709 0.7110 NS
cause me stress
6 Seek support from my 2.75 0.64 2.66 0.50 1.1690 0.2435 NS
colleagues
7 Develop positive 3.40 0.49 3.33 0.47 1.1134 0.2666 NS
feelings towards
8 Listen to radio 2.23 0.55 1.72 0.60 6.8732 0.0001 S
programs
9 Engage in regular 1.73 0.56 1.83 0.50 1.4264 0.1550 NS
exercise
10 Develop positive 3.74 0.44 3.53 0.50 3.4760 0.0006 S
attitude towards my
work
11 Avoid confrontation 3.25 0.44 3.23 0.42 0.3549 0.7230 NS
with colleagues
12 Make relaxation a 2.67 0.47 2.57 0.50 1.5936 0.1123 NS
58
routine
13 Prioritize things that 3.33 0.47 3.45 0.50 1.9123 0.0570 NS
keep me happy
14 Increase my alcohol 1.09 0.28 1.10 0.30 0.2667 0.7899 NS
intake
15 Make a SHORT 3.22 0.42 3.24 0.43 0.3622 0.7175 NS
"Must Do" and "May
Do" list for myself
16 Don’t over commit 2.55 0.66 2.80 0.50 3.1747 0.0017 S
myself with class
work
17 Plan time every 3.18 0.39 3.25 0.44 1.3114 0.1909 NS
week/day to enjoy
remotely related to
teaching
18 Spent sometimes 3.68 0.47 3.56 0.50 1.9123 0.0570 NS
every day to relax
myself (aside break
time)
difference in the mean stress management strategies scores of
teachers with regards to age in public primary schools in
Obio/Akpor Local Government Area of Rivers State. The result
showed that there is a significant difference on items 8, 10 and
16 since their probability values are less than 0.05. However,
there is no significant difference on items 1 – 7, 9, 11 – 15, 17
and 18 since their probability values are greater than 0.05.
This implies that 17% of the result in Table 8 indicated
significant difference, while 83% of the result indicated no
59
significant difference. Therefore, on the basis of inferential
statistics; there is no significant difference in the mean stress
management strategies scores of teachers with regards to age
in public primary schools in Obio/Akpor Local Government
Area of Rivers State.
4.9 Research Hypothesis Three
There is no significant difference in the mean scores of

teacher stress levels with respect to number of pupils in a
class.

mean scores of teacher stress levels with respect to
number of pupils in a class.
1 – 30 Pupils 31 – 50 Pupils t-cal p-value Re-mark

S/N Item Statements (N = 153) (N = 97)
Mean Std. D Mean Std. D
1 Do you have noisy 0.086 0.281 0.959 0.200 26.6131 P<0.0001 S
2 Do Pupils absent 0.686 0.466 0.918 0.277 4.4302 P<0.0001 S
themselves without
your permission?
3 Do Pupils comply 0.974 0.160 0.175 0.382 22.9144 P<0.0001 S
adequately with take
home assignments?
4 Are there enough 0.980 0.139 0.505 0.503 11.0457 P<0.0001 S
textbooks for your
Pupils?
5 Do Pupils exhibits 0.980 0.298 0.577 0.497 8.0160 P<0.0001 S
poor attitudes towards
classroom tasks?
60
6 Do Pupils litter the 0.209 0.408 0.907 0.292 14.6352 P<0.0001 S
classroom every
school day?
7 Do Pupils comply 0.941 0.236 0.510 0.503 9.1375 P<0.0001 S
with correct use of
school uniforms?
8 Are Pupils always late 0.170 0.377 0.753 0.434 11.2289 P<0.0001 S
to class?
9 Do you think you have 0.111 0.315 0.979 0.143 25.5097 P<0.0001 S
more schoolwork than
you should have?
difference in the mean scores of teacher stress levels with
respect to number of pupils in a class in public primary
schools in Obio/Akpor Local Government Area of Rivers State.
The result showed that there is a significant difference on
every item in Table 9. Therefore, without doubt; there is a
significant difference in the mean scores of teacher stress
levels with respect to number of pupils in a class in public
primary schools in Obio/Akpor Local Government Area of
Rivers State.
4.10 Summary of Findings
From the data presentation and interpretation of results,
the following findings emerged:
61
1) In table 1, the findings from the study revealed that;
irregular payment, inadequate salary, nonpayment of
yearly increment rate, nonpayment of over time teaching
allowances, nonpayment of promotion arrears, noise
making in the class, pupil’s absenteeism, pupils littering
the classroom every school day, irregular promotion,
overcrowded pupils in one class, bulky class-work,
frequent changes in school policies and procedures,
autocratic leadership style (the head imposes command
on subordinates) in the school, and little or no provision
for teachers’ development programme by management
(such as in-service training) are sources of stress for
public primary school teachers in Obio/Akpor Local
Government Area of Rivers State.
2) In table 3, the respondents agreed that 15 out of 18 items
listed by the researcher are reliable stress management
strategies adopted by public primary school teachers in
the study area.
3) Both male and female respondents agreed together, that
13 out of the 18 items in table 4 are good stress
management strategies adopted by teachers in public
62
Rivers State.
4) In table 5, the result showed that respondents of both age
groups did not differ in their opinion with regard to stress
management strategies adopted by teachers in public
Rivers State.
5) In table 6, the findings from the study revealed that
teachers’ level of stress increases with increase in pupils’
population.
63
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study
The aim of this study was to investigate the stress
management strategies adopted by teachers in public primary
schools in Obio/Akpor Local Government Area of Rivers State,
Nigeria. The study also examined the influence of gender and
age on stress management strategies.
The study was guided by six research questions and
three null hypotheses. Descriptive survey design was adopted.
The study population was 793 public primary school teachers
and the sample size was 250 respondents drawn from the
population by multi-stage sampling technique. The instrument
used for this study was the researcher structured; Teachers’
Stress Management Strategies Questionnaire (TSMSQ). The
data collected on sections B and C of the questionnaire were
analyzed using frequencies and percentages, while mean,
standard deviation and mode were used to analyze the data
generated on section D.
It is clear from the vast number of factors identified and
reported, that the goal of this study was achieved. Results
64
from the study have shown that financial and administrative
factors are the major sources of stress on public primary
school teachers in the study area, which would adversely affect
teachers’ performance if allowed to prevail longer.
5.2 Conclusion of the Study
Based on the findings of the study, the following
conclusions were drawn:
 The sources of stress of teachers is significant
 The respondents have positive stress management
strategies
 The difference in the mean stress management strategies
scores of male and female teachers is not significant.
Therefore gender is not a predictor of stress management
strategies.
 The difference in the mean stress management strategies
scores of young and old teachers is not significant.
Therefore age is not a predictor of stress management
strategies.
 The difference in the mean stress level scores of teachers
with and without crowded pupils is significant. Therefore
65
teachers stress level increases with increase in pupils’
population.
5.3 Implications of the Study
The findings of this study have educational implications
for Government, curriculum planners in State Universal Basic
Education Board (SUBEB), Teachers and Researchers.
The findings of this study will help the government to
plan and make funds available for adequate payment of
teachers’ salary, regular and prompt payment of salary,
promotion of teachers and timely implementation of the
promotions. These will practically reduced teachers stress to
the barest minimum and in turn encourage teachers to put in
their best in discharging their duties.
The findings also revealed that, there is need for the
curriculum planners to include stress management strategies
in the school curriculum. The study gives empirical evidence of
some detrimental stress management strategies as well as
good management strategies. This will help teachers to
practice good stress management strategies for their wellbeing
and teaching performance.
66
The result of the study also showed the need for researchers to
make further researches into stress management strategies for
teachers, so as to encourage those in the teaching profession
to remain in the profession.
5.4 Recommendations
The following recommendations were made based on the
findings of this study;
1) There is need for school administrators to review the
financial status of teachers in order to improve their
leaving condition and downturn their stress level.
2) There is need for government to sponsor teachers
through in-service training or at least provide soft loan
for the purpose of such career development programme.
3) There is need for the government to employ more
teachers in public primary schools to reduce teacher
workload which has been shown to increase teacher
stress.
4) There is need for the management of public primary
schools in Obio/Akpor Local Government Area and the
State at large to devise ways of making teachers
67
committed to their work and stay more in the teaching
profession.
5.5 Limitations of the Study
1) The researcher encountered limitations on the study due
to the reluctance of some teachers to respond to the
questionnaire; this may have affected the responses of
those teachers and subsequently the result of the study.
2) Internal activities in some of the schools visited must
have hindered the attention of some participants. This is
because; teachers were conducting examinations, which
caused some of them to rush in responding to the
questionnaire.
3) Another limitation of this study had to do with the gender
of the participants involved. This is because; 93.6% of the
participants were female as against 6.4% of male
participants. It is therefore expected that on a scale of
100% ; 93.6% responses from the female teachers may
have influenced the result of the study.
68
5.6 Suggestions for Further Research
In line with the findings of this study, the following are
recommended for further research;
1) The study should be replicated in other Local
Government Areas in Rivers State and, other States in
Nigeria.
2) Study on the impact of financial stress on teachers’
performance should be specifically carried out.
3) Further researches can focus on private primary school
teachers, as well as secondary school teachers and
tertiary institutions.
69
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and Education. Nsukka Chulbson.
Uloko Noah Agbeche, PG/M.ED (2015). Stress Management

Practices Among Primary School Teachers in Education Zone C
of Benue State. Department of Educational Foundations,
Faculty of Education, University of Nigeria, Nsukka.
74
TEACHERS’ STRESS MANAGEMENT STRATEGIES
QUESTIONNAIRE (TSMSQ)
The aim of this survey is to assist the School Management Team to identify the
main sources and causes of potential stress at work so that any risks to your
health, safety and wellbeing can be mitigated. You are required to provide
feedback anonymously, but please be assured that any information you do
provide will be treated confidentially.
Please Complete as Required and Return the Questionnaire upon

Completion
INSTRUCTIONS:
 Please read the questions in each section very carefully,
 Tick the box which applies,
 Please be honest in your responses.
Section A: Demographic Data
Teacher Age of No. of Pupils
Class Educational Gender Marital Status Teacher in Class
Qualification
Primary…….. ………………… Male Female Single Married …………… …………….
Section B: Potential Sources of Teachers’ Stress

S/N B1: Financial Factors YES NO Comments (if any)
1 Are you paid in time?
2 Do you receive adequate payment for your work?
3 Is your yearly increment rate regularly paid?
4 Is there any provision for overtime allowance?
5 Have you been paid your promotion arrears?
S/N B2: Pupils’ Factors YES NO Comments (if any)
6 Do you have noisy Pupils in your class?
7 Do Pupils absent themselves without your
permission?
8 Do Pupils comply adequately with take home
assignments?
9 Are there enough textbooks for your Pupils?
10 Do Pupils exhibits poor attitudes towards classroom
tasks?
11 Do Pupils litter the classroom every school day?
12 Do Pupils comply with correct use of school
uniforms?
13 Are Pupils always late to class?
S/N B3: Administrative Factors YES NO Comments (if any)
14 Are you duly promoted?
15 Are you frequently transferred?
16 Do you have over crowded Pupils in your class?
17 Is your classroom ill-furnished?
18 Are you satisfied with your job generally?
19 Do you think you have more schoolwork than you
should have?
75
20 Are you satisfied with your physical working
environment?
21 Are you satisfied with your level of involvement in the
decision-making processes?
22 Are you satisfied with the overall management
structure of the school/unit?
23 Do you think that the opportunities to progress and
develop through training are fair to everyone?
Section C: Effects of Stress on Teachers

S/N C1: Effects on Teachers’ Health YES NO Comments (if any)
1 Do you have persisted headaches and migraines?
2 Do you feel anxious and nervous at work?
3 Do you sweat profusely at work?
4 Have you previously had time off work because of ill-
health, which you think was caused by stress at
work?
5 Do you feel your health (physically/mentally) is being
affected by your work?
6 Do you often feel depressed at work?
7 Do you frequently feel dizzy at work?
S/N C2: Effects on Teachers’ Performance YES NO Comments (if any)
8 Does stress have a negative impact on your
performance?
9 Do you often feel stressed and fatigued at work?
10 Do you work under pressure?
11 Are you prone to negative thinking about your job?
12 Do you think that your job security is not
guarantee due to low performance caused by
stress-related factors?
13 Do you find it difficult to concentrate?
14 Do you like your current job?
Section D: Stress Management Strategies Adopted by Teachers

S/N I manage my stress when I; SA A D SD Suggestions (if any)
1 Think objectively about the stressful
situation
2 Planned ahead and manage my time
well
3 Don’t correct or monitor every single
Pupil
4 Try to get adequate sleep
5 Avoid situations that cause me stress
6 Seek support from my colleagues
7 Develop positive feelings towards
8 Listen to radio programs
9 Engage in regular exercise
10 Develop positive attitude towards my
work
11 Avoid confrontation with colleagues
76
12 Make relaxation a routine
13 Prioritize things that keep me happy
14 Increase my alcohol intake
15 Make a SHORT "Must Do" and "May
Do" list for myself
16 Don’t over commit myself with class
work
17 Plan time every week/day to enjoy
something that is not remotely related
to teaching
18 Spent sometimes every day to relax
myself (aside break time)
Key: SA – Strongly Agreed; A – Agreed; D – Disagreed; SD – Strongly Disagreed
77
APPENDIX
Your temporary usage period for IBM SPSS Statistics will expire in 6221 days.
GET
FILE='C:\Users\SORBARI\Documents\IBM\Data_&_Results\Stress Management Strate
gies adopted by Teachers in Public Primary Schools in Obio_Akpor L.G.A, Rivers
State, Nigeria..sav'.
DATASET NAME DataSet1 WINDOW=FRONT.
FREQUENCIES VARIABLES=ITEM_1 ITEM_2 ITEM_3 ITEM_4 ITEM_5 ITEM_6 ITEM_7 ITEM_8
ITEM_9 ITEM_10
ITEM_11 ITEM_12 ITEM_13 ITEM_14 ITEM_15 ITEM_16 ITEM_17 ITEM_18
/STATISTICS=STDDEV MEAN MODE
/ORDER=ANALYSIS.
Frequencies
[DataSet1] C:\Users\SORBARI\Documents\IBM\Data_&_Results\Stress Management Str
ategies adopted by Teachers in Public Primary Schools in Obio_Akpor L.G.A, Riv
ers State, Nigeria..sav
Statistics
Think
objectively
about the Planned ahead Don’t correct or Avoid situations
stressful and manage monitor every Try to get that cause me
situation my time well single Pupil adequate sleep stress
N Valid 250 250 250 249 250
Missing 0 0 0 1 0
Mean 3.4800 3.8680 2.5120 3.8193 3.2160
Mode 3.00 4.00 3.00 4.00 3.00
Std. Deviation .50060 .33917 .70130 .38556 .41234
78
Statistics
Develop
positive Develop
Seek support feelings positive attitude
from my towards stress- Listen to radio Engage in towards my
colleagues related tasks programs regular exercise work
N Valid 250 250 250 249 250
Missing 0 0 0 1 0
Mean 2.5480 3.3720 1.8240 1.7711 3.6560
Mode 3.00 3.00 2.00 2.00 4.00
Std. Deviation .75497 .48431 .58170 .53864 .47599
Statistics
Make a SHORT
Avoid Prioritize things "Must Do" and
confrontation Make relaxation that keep me Increase my "May Do" list
with colleagues a routine happy alcohol intake for myself
N Valid 250 250 250 244 250
Missing 0 0 0 6 0
Mean 3.2440 2.6320 3.3760 1.0902 3.2280
Mode 3.00 3.00 3.00 1.00 3.00
Std. Deviation .43035 .48323 .48535 .28701 .42038
79
Statistics
Plan time every

week/day to Spent
enjoy sometimes
something that every day to
Don’t over is not remotely relax myself
commit myself related to (aside break
with class work teaching time)
N Valid 244 250 249
Missing 6 0 1
Mean 2.9467 3.2080 3.6345
Mode 3.00 3.00 4.00
Std. Deviation .45500 .40669 .48253
Frequency Table
Think objectively about the stressful situation

Cumulative
Frequency Percent Valid Percent Percent
Valid A 130 52.0 52.0 52.0
SA 120 48.0 48.0 100.0
Total 250 100.0 100.0
Planned ahead and manage my time well

Cumulative
Valid A 33 13.2 13.2 13.2
SA 217 86.8 86.8 100.0
Total 250 100.0 100.0
Don’t correct or monitor every single Pupil

Cumulative
Valid SD 30 12.0 12.0 12.0
D 62 24.8 24.8 36.8
A 158 63.2 63.2 100.0
Total 250 100.0 100.0
80
Try to get adequate sleep
Cumulative
Valid A 45 18.0 18.1 18.1
SA 204 81.6 81.9 100.0
Total 249 99.6 100.0
Missing System 1 .4
Total 250 100.0
Avoid situations that cause me stress

Cumulative
Valid A 196 78.4 78.4 78.4
SA 54 21.6 21.6 100.0
Total 250 100.0 100.0
Seek support from my colleagues

Cumulative
Valid SD 22 8.8 8.8 8.8
D 87 34.8 34.8 43.6
A 123 49.2 49.2 92.8
SA 18 7.2 7.2 100.0
Total 250 100.0 100.0
Develop positive feelings towards stress-related tasks

Cumulative
Valid A 157 62.8 62.8 62.8
SA 93 37.2 37.2 100.0
Total 250 100.0 100.0
81
Listen to radio programs
Cumulative
Valid SD 68 27.2 27.2 27.2
D 158 63.2 63.2 90.4
A 24 9.6 9.6 100.0
Total 250 100.0 100.0
Engage in regular exercise

Cumulative
Valid SD 71 28.4 28.5 28.5
D 164 65.6 65.9 94.4
A 14 5.6 5.6 100.0
Total 249 99.6 100.0
Missing System 1 .4
Total 250 100.0
Develop positive attitude towards my work

Cumulative
Valid A 86 34.4 34.4 34.4
SA 164 65.6 65.6 100.0
Total 250 100.0 100.0
Avoid confrontation with colleagues

Cumulative
Valid A 189 75.6 75.6 75.6
SD 61 24.4 24.4 100.0
Total 250 100.0 100.0
82
Make relaxation a routine
Cumulative
Valid D 92 36.8 36.8 36.8
A 158 63.2 63.2 100.0
Total 250 100.0 100.0
Prioritize things that keep me happy

Cumulative
Valid A 156 62.4 62.4 62.4
SA 94 37.6 37.6 100.0
Total 250 100.0 100.0
Increase my alcohol intake

Cumulative
Valid SD 222 88.8 91.0 91.0
D 22 8.8 9.0 100.0
Total 244 97.6 100.0
Missing System 6 2.4
Total 250 100.0
Make a SHORT "Must Do" and "May Do" list for myself
Cumulative
Valid A 193 77.2 77.2 77.2
SA 57 22.8 22.8 100.0
Total 250 100.0 100.0
83
Don’t over commit myself with class work
Cumulative
Valid D 32 12.8 13.1 13.1
A 193 77.2 79.1 92.2
SA 19 7.6 7.8 100.0
Total 244 97.6 100.0
Missing System 6 2.4
Total 250 100.0
Plan time every week/day to enjoy something that is not

remotely related to teaching
Cumulative
Valid A 198 79.2 79.2 79.2
SA 52 20.8 20.8 100.0
Total 250 100.0 100.0
Spent sometimes every day to relax myself (aside break time)
Cumulative
Valid A 91 36.4 36.5 36.5
SA 158 63.2 63.5 100.0
Total 249 99.6 100.0
Missing System 1 .4
Total 250 100.0
84

Stress Management Strategies Adopted by Teachers in Public Primary Schools in Obio/Akpor Local Government Area of Rivers State, Nigeria.

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STRESS MANAGEMENT STRATEGIES ADOPTED BY TEACHERS

IN PUBLIC PRIMARY SCHOOLS IN

ORDUGO, GLADYS NNENNA

A PROJECT SUBMITTED TO THE

I hereby declare that this is my original research work and it

This is to certify that this project was carried out by Ordugo

Gladys Nnenna of National Teachers’ Institute Kaduna, Rumueme

Dr. Mrs. Amini-Philips ……………… ..…………

Dr. Ogidi R. C. ……………… …………..

Dr. Jegede K. T. ……………… .…………

This project is dedicated to God Almighty for His love,

protection, guidance and provision

I wish to express my deep appreciation to the host of people

whose assistance and guidance where instrumental to the success

I am particularly grateful to my project supervisor, Dr. Mrs.

Amini-Philips for her remarkable guidance, support, kindness and

thoroughness in reading through this work. I am equally grateful to

my Centre Coordinator, Dr. Ogidi R. C. for his fatherly advice and

Also, my special thanks go to my beloved, Mr. Soka Saaroh

Sorbari, my lovely parents, Mr. and Mrs. Emmanuel W. Ordugo and

my cousins, Emeka and Franklin Wosa for their magnanimous

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study 1

1.2 Statement of the Problem 5

1.3 Purpose of the Study 6

1.4 Research Questions 7

1.5 Research Hypotheses 7

1.6 Significance of the Study 8

1.7 Scope of the Study 10

1.8 Operational Definition of Terms 11

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Causes of Teachers Stress 17

Symptoms of Stress among Teachers 21

Stress Management Strategies 25

2.2 Theoretical Review 28

Conservation of Resources Theory 29

Cognitive Activation Theory of Stress 31

2.3 Review of Empirical Studies on Occupational

2.4 Review of Related Empirical Studies 34

2.5 Summary of Review of Related Literature 35

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design 36

3.2 Area of the Study 37

3.3 Population of the Study 37

3.4 Sample and Sampling Techniques 37

3.5 Instrument for Data Collection 38

3.6 Validity of the Instrument 40

3.7 Reliability of the Instrument 40

3.8 Method of Data Collection 41

CHAPTER FOUR: DATA PRESENTATION AND DISCUSSION

4.2 Research Question Two 47

4.6 Research Question Six 54

4.8 Research Hypothesis Two 58

4.10 Summary of Findings 61

CHAPTER FIVE: SUMMARY, CONCLUSION AND

5.1 Summary of the Study 64

5.2 Conclusion of the Study 65

5.3 Implications of the Study 66

5.5 Limitations of the Study 68

5.6 Suggestions for Further Research 69

Table 2: Frequencies and percentages of perceived effects

Table 3: Mean, standard deviation and mode of

Table 4: Means, standard deviations and modes of male

Table 5: Means, standard deviations and modes