Teacher Stress: An Examination of Factors Influencing Teaching Performance In Rural Elementary Schools
The elements studied are the relationship between stress, self-efficacy and teaching performance, comparison between level of stress and self-efficacy with genders and prediction on factors influencing teaching performance. A total of 102 subjects (20 male and 82 females) were selected from rural elementary schools in Jasin district. Results found indicated that the stress faced by the teachers has a weak correlation with self-efficacy and teaching performance. The results showed that the efficacy has significant low positive correlations with the time management (r = .004) (p<0.01) and work-related stress (r = .035). PTK result has a weak negative correlation with emotional manifestation (-.229). Level of stress with the factor of gender, the results indicate that only male differs significantly in terms of discipline and motivation in comparison with female (t = -2.471) (p = 0.015). Result also pointed out that emotional [R2 = 0.053, F(1,100) = 5.559, p>0.05] and fatigue manifestation [R2 = 0.038, F(1,99) = 3.922, p>0.05) has significant influence on the teaching performance of the teacher. The implication of this study was to understand factors and manifestation of stress and help the educators in dealing with this phenomenon.
Keywords: Stress, Self-Efficacy, Teaching Performance
Ross Azura Zahit
Lecturer, Faculty of Cognitive Science and Human Development, University Malaysia Sarawak