TEACHING OCCUPATION UNDER STRESS: WORKLOAD, FACILITIES AND STUDENTS’ DISCIPLINE AS PREDICTORS OF TEACHING EFFECTIVENESS IN AKWA IBOM STATE TECHNICAL COLLEGES
Keywords:
Occupational Stressors, Teaching Effectiveness, Technical Colleges, TVET Teachers.Abstract
The study examined the extent to which occupational stressors predict teaching effectiveness of Technical Colleges teachers in Akwa Ibom State. Four research questions and four hypotheses guided the study. A descriptive survey research design was adopted, with a population of 93 respondents comprising 87 technical teachers and 6 principals from 6 public Technical Colleges in Akwa Ibom State. Using simple random sampling, a sample of 64 respondents (60 teachers and 4 principals) was selected. Data were collected using a researcher-developed questionnaire titled “Occupational Stressors and Teaching Effectiveness of TVET Teachers in Technical Colleges Questionnaire (OSTETTQ),” validated by three experts and tested for reliability which yielded a Cronbach Alpha coefficient of 0.86. Regression analysis and at 0.05 significance level were employed to answer research questions and ANOVA to test hypotheses. Findings revealed that stress arising from inadequate infrastructural facilities and excessive workload negatively influenced teaching effectiveness, albeit to a moderate extent, while stress from insufficient instructional materials and student disciplinary challenges exerted strong to very strong negative effects. The results confirmed that all four categories of stressors significantly predicted teaching effectiveness among technical school teachers. The study recommended that policymakers and school administrators provide adequate facilities, balance workloads, ensure the availability of instructional materials and implement effective student discipline strategies to reduce stress and enhance teaching effectiveness in Akwa Ibom State.
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