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Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda

(1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence agains...

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Autores principales: Ssenyonga, Joseph, Hecker, Tobias
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7967691/
https://www.ncbi.nlm.nih.gov/pubmed/33652873
http://dx.doi.org/10.3390/ijerph18052315
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author Ssenyonga, Joseph
Hecker, Tobias
author_facet Ssenyonga, Joseph
Hecker, Tobias
author_sort Ssenyonga, Joseph
collection PubMed
description (1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers’ stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers’ stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers’ stress. Furthermore, stress did not vary with teachers’ sociodemographic variables. (4) Conclusions: Teachers’ perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stress.
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spelling pubmed-79676912021-03-18 Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda Ssenyonga, Joseph Hecker, Tobias Int J Environ Res Public Health Article (1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers’ stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers’ stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers’ stress. Furthermore, stress did not vary with teachers’ sociodemographic variables. (4) Conclusions: Teachers’ perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stress. MDPI 2021-02-26 /pmc/articles/PMC7967691/ /pubmed/33652873 http://dx.doi.org/10.3390/ijerph18052315 Text en © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Ssenyonga, Joseph
Hecker, Tobias
Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title_full Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title_fullStr Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title_full_unstemmed Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title_short Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
title_sort job perceptions contribute to stress among secondary school teachers in southwestern uganda
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7967691/
https://www.ncbi.nlm.nih.gov/pubmed/33652873
http://dx.doi.org/10.3390/ijerph18052315
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