Are they stress-free? Examining stress among primary school teachers in Tanzania.

Autor/inn/en	Kavenuke, Patrick Severine; Kayombo, Joel Jonathan; Kinyota, Mjege
Titel	Are they stress-free? Examining stress among primary school teachers in Tanzania. Paralleltitel: Ali so ucitelji pod stresom? Preucevanje stresa med ucitelji na osnovnih solah v Tanzaniji.
Quelle	In: CEPS journal, 12 (2022) 3, S. 59-80Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:25500 10.26529/cepsj.1058
URN	urn:nbn:de:0111-pedocs-255002
Schlagwörter	Fragebogenerhebung; Burnout-Syndrom; Schulverwaltung; Grundschule; Lehrer; Lehrerkollegium; Schüler-Lehrer-Beziehung; Stress; Regressionsanalyse; Arbeitsbedingungen; Einflussfaktor; Unterstützung; Tansania
Abstract	Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors influencing stress. Overall, the results indicate that teachers' levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers' stress. The study concludes that there is a need for the government, policymakers and school administrators to reduce teachers' workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1