Teacher Perceptions of Factors that Cause High Levels of Stress: The Case of the Zimbabwean Rural Primary School Teachers

Abstract

The main thrust of this investigation was to use a descriptive survey research design to study teacher perceptions of factors that cause high levels of stress. Data were collected through a questionnaire and an interview schedule. The research instruments and data analyses procedures were pilot tested and subsequently refined. Teacher perceptions were analyzed within the framework of selected demographic factors. It is on the basis of these factors that hypotheses were formulated to guide the study. The study unveiled the following findings: The majority of teachers perceived most job factors to be highly stressful, and to contribute significantly towards an unfavourable work environment. Factored dimensions perceived to be stressful encompassed; low levels of remuneration, poor incentives package, high teacher-pupil ratio, high amount of clerical work, unfavorable supervisory climate and unprogressive leadership styles. As a result of these findings some conclusions were drawn. School based factors tended to shape perceptions more than any other factors. The study also observed that teacher perceptions did not vary significantly with selected demographic characteristics. Recommendations on reducing stress among Zimbabwean rural primary school teachers were structured around the key focus issues that underpinned the study.