Recognising stressors and managing stress in Bulawayo Metropolitan Province primary schools

Abstract

Orientation: Knowledge of work-related stressors which trigger an avalanche of stress-related illnesses is crucial if teachers are to successfully manage stressful situations in their workplaces.

Research purpose: The purpose of this research study was to gain a deeper understanding of the potential causes of stress in primary schools with the intention of suggesting coping strategies to deal with it.

Motivation of the study: Teachers who were successful in managing stressful situations in their workplaces were able to enhance their creativity, productivity, efficiency and effectiveness, consequentially the organisation and learners being the net beneficiaries.

Research approach/design and method: Post-positivism informed the quantitative approach employed. A cross-sectional survey design utilising a standardised questionnaire was used to collect data from 87 qualified and experienced teachers who were systematically sampled. The concept of stress was examined first followed by the identification of stressors. Resultantly, coping strategies to remedy stressful situations experienced were proffered.

Main results: The study revealed that primary school teachers were conscious of what stress entails, its consequences for themselves and the organisation, the potential stressors which were likely to hinder their job performance or cause stress related illnesses, and ways of dealing with them.

Practical and management implications: Participative management was suggested when engaging teachers in job-related decisions so as to avoid overloading them beyond their expectations and capacities to avert stressful encounters.

Contribution/value-add: The teachers’ knowledge of how negative stressors reduce their production levels at their workplaces enables them to develop coping strategies to deal with the stressors head-on.