The Role of Coping Ability on Perceived Job-Related Stress of Male and Female Teachers in Selected Secondary Schools in Akure, Nigeria
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Date
2021
Authors
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Journal ISSN
Volume Title
Publisher
Journal of Behavioural Studies
Abstract
The negativity associated with the extreme experience of job-related stress most often reflects as poor work efficiency and effectiveness. This has overtime made the job roles of secondary school teachers cumbersome with gender variations in the forms of such stressors. The study thus examined the extent to which coping ability influence job-related stress among male and female secondary school teachers separately. Two hundred and thirty secondary school teachers (Male-120, female-110; Mean age- 38.87, SD- 8.60) responded to the research instrument containing the Maslach Burnout Inventory (α .71) and Coping Inventory (α .70). Two hypotheses were tested and the results indicated that both male and female teachers experienced a similar level of job-related stress. However, the extent to which coping ability predicted job-related stress among male teachers (R=.46, R2=.22, β= -.46, t= -5.68, p< .01) was higher compared to that of female teachers (R= .24, R2= .06, β= -.24, t= -2.55, p< .05). The understanding of this gender variance serves as a pathway for the structuring of teaching proficiency enhancement programmes. This would involve behavioural modification plans for the benefit of improving female secondary school teachers’ ability to cope and manage teaching-related stress.
Description
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Keywords
Job related stress, Coping ability, Teachers, Gender