STRESS COPING STRATEGIES AND TEACHER PERFORMANCE IN KAMPALA HIGH SCHOOL, UGANDA
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Date
2013-11
Authors
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Journal ISSN
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Publisher
Uganda Management Institute
Abstract
This study examined the stress coping strategies and their effects on teacher performance in
Kampala High School. The objectives of the study were to find out how individual stress coping
strategies affect teacher performance, to establish the relationship between organizational stress
coping strategies and teacher performance, to find out how emotional focused stress coping
strategies affect teacher performance and to establish the relationship between problems focused
stress coping strategies and teacher performance. The study employed a cross sectional survey
design that adopted a case study design, quantitative and qualitative approaches were used to
enable triangulation in the analysis Frequencies and percentages were used to summarize data
tables while regression and correlation analysis were used to determine the relationship between
stress coping strategies and teacher performance. The findings revealed that Individual stress
coping strategies had a weak positive relationship with a correlation of 0.387 at a significance
level of 0.01. Organizational stress coping strategies had a moderate positive relationship with a
correlation of 0.546at a significance level of 0.01.Emotional focused stress coping strategies had a moderate positive relationship with a correlation of 0.563 at a significance level of 0.01.
Problem focused stress coping strategies had a moderate positive relationship with a Correlation
of 0.590 at a significance level of 0.01. The following recommendations were drown; the
management should invest in sending the teachers for refresher courses involve the teachers in
the planning process, encourage delegation of work and create awareness. The conclusion is that
individual, organizational and problem stress coping strategies are very important in teacher
performance and the alternative hypothesis that was stated was accepted, while the Null
hypothesis on emotional focused stress coping strategies was rejected and the alternative
hypothesis was upheld.
Description
Keywords
Stress Copying Strategies, Teacher Performance, Uganda
Citation
Agutti, Angeline (2013) Stress coping strategies and teacher performance in Kampala High School, Uganda