Main Article Content

Abstract

The article explores the challenges and factors contributing to occupational stress among senior high school teachers in Ghana. The study investigates the prevalence of stress, its impact on teachers' physical and psychological well-being, and the coping mechanisms employed by teachers to manage stress. The research highlights the significance of teacher well-being in the education system and emphasizes the need for interventions and support systems to address occupational stress among educators. The findings underscore the importance of improving working conditions, providing training on stress management, and fostering a conducive teaching environment to enhance the overall well-being of high school teachers in Ghana. The future implications of this research are multifaceted, there is a critical imperative for Ghanaian educational authorities to institute comprehensive teacher well-being programs, encompassing stress management workshops, mental health support, and initiatives promoting work-life balance. Failure to do so could result in a potential crisis of teacher retention, with experienced educators succumbing to burnout and attrition.

Keywords

Occupational Stress Senior High School Teachers Ghana Education Workload

Article Details

How to Cite
Kodzo Agbesi, I. S. . (2023). Occupational Stress among Senior High School Teachers in Ghana. Convergence Chronicles, 5(1), 238–252. https://doi.org/10.53075/Ijmsirq/655445756856

References

  1. Agyemang, C. B., Nyanyofio, J. G., & Gyamfi, G. D. (2014). Job Stress, Sector of Work, and Shift-Work Pattern as Correlates of Worker Health and Safety: A Study of a Manufacturing Company in Ghana. International Journal of Business and Management, 9(7). https://doi.org/10.5539/ijbm.v9n7p59
  2. Ansah-Hughes, W., Owusu-Darko, I., Ndiwe, P., & Acheampong, P. (2017). European Journal of Open Education and E-learning Studies A comparative study of occupational stress level among private and public sector teachers in the techiman south circuit. 2. https://doi.org/10.5281/zenodo.345163
  3. Ball, S. J. (2011). A new research agenda for educational leadership and policy. Management in Education, 25(2), 50–52. https://doi.org/10.1177/0892020611399488
  4. Brooks, J. S., & Normore, A. H. (2010). Educational Leadership and Globalization: Literacy for a Glocal Perspective. Educational Policy, 24(1), 52–82. https://doi.org/10.1177/0895904809354070
  5. Bush, T. (2007). Educational leadership and management: theory, policy, and practice. In South African Journal of Education Copyright © 2007 EASA (Vol. 27, Issue 3).
  6. Castillo-Acobo, R. Y., Ramírez, A. A. V., Teves, R. M. V., Orellana, L. M. G., Quiñones-Negrete, M., Sernaqué, M. A. C., Valdivieso, J. V. P., Chávez, C. M. R., Gonzáles, J. L. A., Carranza, C. P. M., Aponte, M. B. H., & Cáceres-Chávez, M. del R. (2022). Mediating role of inclusive leadership in innovative teaching behavior. Eurasian Journal of Educational Research, 2022(100), 18–34. https://doi.org/10.14689/ejer.2022.100.002
  7. Chen, S., Ntim, S. Y., Zhao, Y., & Qin, J. (2023). Characteristics and influencing factors of early childhood teachers’ work stress and burnout: A comparative study between China, Ghana, and Pakistan. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1115866
  8. Emmanuel, A.-O., Adom, A. E., & Solomon, F. K. (2014). Perceived stress and academic performance of senior high school students in western region, ghana. In European Journal of Business and Social Sciences (Vol. 2, Issue 11).
  9. Ghorbani, A., Mohammadi, N., Rooddehghan, Z., Bakhshi, F., & Nasrabadi, A. N. (2023). Transformational leadership in development of transformative education in nursing: a qualitative study. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-022-01154-z
  10. Hartley, D. (2009). Education policy, distributed leadership and socio‐cultural theory. Educational Review, 61(2), 139–150. https://doi.org/10.1080/00131910902844721
  11. Imam, H. (2012). Educational Policy in Nigeria Educational Policy in Nigeria from the Colonial Era to the Post-Independence Period Educational Policy in Nigeria Hauwa Imam. In Italian Journal Of Sociology Of Education (Vol. 1).
  12. Johnson, J. (2015). Data analysis of occupational stress at takoradi polytechnic. www.eajournals.org
  13. Kofi Addison, A., & Yankyera, G. (2015). Journal of Education and Practice www.iiste.org ISSN (Vol. 6, Issue 10). Online. www.iiste.org
  14. Kordee, N. S. Y.-, Tawiah, K. A.-, Adu, I. N., & Ashie, A. A. (2018). An Investigation of the Impact of Occupational Stress on Employee Performance: Evidence from the Ghanaian Banking Sector. International Journal of Academic Research in Business and Social Sciences, 8(9). https://doi.org/10.6007/ijarbss/v8-i9/4581
  15. Kusi, H., Kwaku, D., Mensah, D., & Gyaki, M. E. (2014). Journal of Education and Practice www.iiste.org ISSN. In Online) (Vol. 5, Issue 13). www.iiste.org
  16. Ofori Essiam, J., Elikem Mensah, M., Kekleli Kudu, L., & Dapaah Gyamfi, G. (2015). INFLUENCE OF JOB STRESS ON JOB SATISFACTION AMONG UNIVERSITY STAFF: ANALYTICAL EVIDENCE FROM A PUBLIC UNIVERSITY IN GHANA. In International Journal of Economics, Commerce and Management United Kingdom: Vol. III. http://ijecm.co.uk/
  17. Opokua Ansong, M., Asante Antwi, H., Yiranbon, E., Anyan, F., Ann Yeboah, M., Asante Antwi Ethel Yiranbon, H., & Anyan Francis Gyebil, F. (2014). Determinants of Workplace Stress among Healthcare Professionals in Ghana: An Empirical Analysis. In International Journal of Business and Social Science (Vol. 5, Issue 4). https://www.researchgate.net/publication/262188812
  18. Osei, M., Adom, D., Kwene, A., & Tetteh, N. (2021). Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana. Studies in Learning and Teaching, 2(3), 115–129. https://doi.org/10.46627/silet.v2i3.88
  19. Owusu, D., Arthur, F., Nkyi, A. K., Amponsah, M. O., Awabil, G., Fia, S. D., & Antiri, K. O. (2023). Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE32021809
  20. Owusu, D., & Nkyi, A. K. (2021). Impact of Occupational Stress and Burnout on Turnover Intentions among Senior High School Teachers in the Cape Coast Metropolis, Ghana (Vol. 5, Issue 1). www.carijournals.org
  21. Pont, B. (2014). School leadership: from practice to policy. International Journal of Educational Leadership and Management, 2(1), 4–28. https://doi.org/10.4471/ijelm.2014.07
  22. Ryan, J., & Rottmann, C. (2007). 1/2; CBCA Education pg. In EAF Journal (Vol. 18, Issue 9).
  23. Sardello Kodzo Agbesi, I., Mustapha Osman, O., Kafui Agbozo, G., & Obeng-Ofori Rev Fr Peter Nkrumah Kaku Sagary Nokoe, D. A. (2023). Prevalence and Predictors of Occupational Stress among Senior High School Teachers in Ghana. International Journal of Multidisciplinary Studies and Innovative Research, 11(5), 1672. https://doi.org/10.53075/Ijmsirq/0983534647
  24. Steiner-Khamsi, G., & Quist, H. O. (2000a). The politics of educational borrowing: Reopening the case of Achimota in British Ghana. In Comparative Education Review (Vol. 44, Issue 3, pp. 272–298). University of Chicago Press. https://doi.org/10.1086/447615
  25. Steiner-Khamsi, G., & Quist, H. O. (2000b). The politics of educational borrowing: Reopening the case of Achimota in British Ghana. In Comparative Education Review (Vol. 44, Issue 3, pp. 272–298). University of Chicago Press. https://doi.org/10.1086/447615