Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda
Bibliographic Data
| ID | 15499778 |
|---|---|
| Authors | Joseph Ssenyonga (0000-0001-7502-9527, University of Konstanz), Tobias Hecker (0000-0001-9272-0512, Bielefeld University, corresponding author) |
| Year | 2021 |
| Volume | 18 |
| Issue | 5 |
| Pages | 2315-2315 |
| Publication date | 2021-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18052315 |
| PMID | 33652873 |
| OpenAlex | W3134791793 |
| Language | EN |
| Citations received | 4 |
| References cited | 6 |
(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
Context (archaeology · Feeling · Geography · Job satisfaction · Job stress · Occupational stress · Pedagogy · Perception · School teachers · Stress (linguistics · Emotional Intelligence and Performance · Healthcare professionals’ stress and burnout · Psychology · Social Psychology · Teacher Professional Development and Motivation
The Effect of a Short Course on a Group of Italian Primary School Teachers’ Rates of Praise and Their Pupils’ On-Task Behaviour
Teacher Victimization by Students, Their Parents, and School Staff
Reducing physical and emotional violence by teachers using the intervention Interaction Competencies with Children – for Teachers (ICC-T)
School-based prevention of teacher and parental violence against children
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |