Teachers’ Management of Stress Using Information and Electronic Technologies

© Kamla-Raj 2010 J Soc Sci, 24(1): 1-7 (2010) Teachers’ Management of Stress Using Information and Electronic Technologies Alaba Olaoluwakotansibe Agbatogun University of Edinburgh, Simon Laurie House, Moray House School of Education, Edinburgh, EH8 8AQ, United Kingdom E-mail: [email protected] KEYWORDS Teachers. Technologies. Stress Management. Educational Output ABSTRACT This study was designed to examine the statistical gender, academic qualification and marital status differences in primary school teachers’ use of Information and Electronic Technologies for stress management. 706 primary school teachers (176 males, and 530 females) with (Mean Age= 34.7; SD = 8.52), from Ogun-East senatorial district of Ogun-state, Nigeria constituted the sample of the study. Meanwhile, three research hypotheses that guided the study were tested at 0.05 level of significance using t-test and Analysis of Variance. Technology Usage and Job Stress Scale was used to collect the data. The results showed that teachers’ use of Information and Electronic Technologies for stress management was not gender driven, while academic qualification and marital status of the teachers influenced their use of Information and Electronic Technologies as stress coping strategy. By implication, the findings of this study direct that teachers should be responsive to the increasing technological innovations that serve as preventive and proactive coping strategy that will minimized excess workload that have direct and indirect ripple effects on teachers’ mental and physical health as well as quality of education. INTRODUCTION mands or threat. Love and Irani (2007) view stress as the individual’s inability to cope with excessive Attracting, developing and retaining future workplace demand or job pressure, while Hartig teachers as nation builders are major concerns to et al. (2007) presented stress as a process of the various stakeholders in education. In responding to an imbalance between demand and developing nations, there seems to be a shortage resources. of qualified teachers in many schools, while the The implication of the above definitions is few ones available are saddled with more than that too much pressures can be placed upon enough workload (Moore 2003). In Nigeria, teachers in the schools arising from unnecessary primary school teachers assigned to classes find deadlines, attempts to impress boss/employer, themselves planning, preparing and teaching 6 administrative tasks, conflicts in the school, to 8 subjects every day of the week. Nigerian attendances at meetings, implementation of new teachers seem to be having a hard bite of the policy, lack of breathing space between lessons, stressful recipe because teaching is experiencing non- availability of time to wind down or relax a “political football” game as a result of changes and recuperate, management of finances, aspira- in government, government frequent demands, tion for greater achievement, overwork, emotional change in policy and poor pay. exhaustion, isolation, lack of workers’ partici- Teaching like other professions involves pation in decision making, poor communication, stress as an inevitable tool of challenges, flavour, job insecurity, environmental pollution, large and change which adds zest for living. Stress as class-size, dealing with different needs of the viewed by Olley (1999) is the psychological, students, disability and attention-deficit disorder, physiological and behavioural response of an lack of financial support etc. (Gupta 1981; Ling individual seeking to adopt and adjust to both 1991; Johnstone 1993; King 2002; Calloway 2003; the internal and external pressures. Health Moore 2003; Abosede 2004; Fields 2005; Georgia Information Publications (2005) defines stress as Reproductive Specialist 2005). Furthermore, the emotional and physical strain caused by our Wright (2008) re-affirms that workplace stress is response to pressure from the outside world. borne out of attrition and the demand for more in Furthermore, Dalloway (2007) describes stress as less time by the school system. an automatic physical reaction to danger, de- Individual demographics such as marital 2 ALABA OLAOLUWAKOTANSIBE AGBATOGUN status and level of educational attainment have to and watching media after a long busy day is an been relatively omitted from occupational stress excellent way to unwind and relax. Dardick (1990) research (Amick et al. 1998). In the opinion of asserts that comedic films and movies are best Somerfield and McCrae (2000), significant factors critical to managing stress. The use of computer that influence individuals’ stress coping behaviour instructional programmes such as Computer include variables like level of educational quali- Assisted Instruction (CAI), Computer Mediated fication and marital status. Empirical finding also Instruction (CMI), Computer Aided Design indicates that the use of telework as a stress (CAD), Computer Assisted Learning (CAL), for coping strategy differs among people of varying teaching and learning process reduce teacher’s educational category (Mokhtarian et al. 1998, cited tension and burden (Calloway 2003; White and in Harting et al. 2007). Similarly, marital status has Le Cornu 2004). In the same vein, Belisle (2003) been researched to have a relationship with indi- and Moore (2005) suggest that teachers’ stress vidual’s ability to cope and manage stressful could be reduced through the use of radio and events through whatever means (Love and Irani web-based system that will assist the teacher to 2007). prepare and plan their lessons. Charlie (2001) notes that there is gender based Stress is the “wear and tear” the body expe- differences in teachers’ stress. Ahlberg et al. (2003) riences as we adjust to continual environment also allude to the fact that females are more demands, but Panebianco (2003) affirms that exposed to stress than their male counterparts. teachers’ access to videocassettes, television and According to Abosede (2004), female workers are digital video and newspapers is a bastion of hope more stressed because they attempt to strike a and empowering tool that improves human balance between professional and home productivity in educational system. Calloway responsibilities. The ripple effect of job stress is (2003) and Moore (2005) argue that technology the appearance of any of the symptoms listed in machines do things faster and better than human table 1. beings; thus reducing anxiety and nervousness. Abosede (2004) and Smith and Pergola (2006) Smooth (2007) beaming light on the potency of stress that person’s awareness of the level of technology in stress management asserts the effi- stress and the coping strategies are more cacy of smooth technology as a coping strategy important than the type of pressure one faces in to stress reduction. The smooth technology redu- his or her workplace. Mueller (2001) observes that ces tension and nervousness by allowing the user Information and Electronic Technologies (IET) to breathe deeply while working throughout the have been sources of great relief in various work day. places. Teachers’ involvement in exercises and Teaching by nature is a highly demanding and relaxation therapies which involve the use of complex profession because teachers often juggle appropriate IET is one of the best approaches to between many activities and responsibilities, reducing stress in schools (Godfrey et al. 1990; which generate a high level of stress, fatigue and Moore 2005). Panebianco (2003) further burnout. One of the ways to deal with this problem emphasizes that media is a natural medicine that is to pay attention to the challenges contributing entertains and reduces stress because listening to the exodus of professionals from teaching and Table 1: Symptoms of stress among school teachers Physical Emotional Mental Social -Headache -Anxiety -Forgetfulness -Isolation -Teeth grinding -Frustration -Poor concentration -Loneliness -Fatigue -Nervousness -Low productivity -Lashing out -Insomnia -Depression -Negative attitude -Clamming up -Backaches -Worrying -Confusion -Lowered sex drive -Stomach problem -Tension -No new idea -Lack of commitment -Colds -Mood swings -Less sympathetic -Nagging -Neck aches -Easily discouraged -Lethargy -Fewer contact with friends -Shoulder pains -Crying spells -Boredom -Using people -Increased use of drugs -Irritability -Gossiping over trivial things -Absenteeism Adapted from Suzannah Smith and Joe Pergola 2006 TEACHERS’ MANAGEMENT OF STRESS USING INFORMATION AND ELECTRONIC TECHNOLOGIES 3 finding lasting solutions to them. Gupta (1981) =5) to (Never like me = 1). The instrument was noted that stressful situations in schools require given to two educational technologists, a the use of technology-oriented strategies. Thou- specialist in educational management and a gh, teaching in school is a stressful experience, psychometrician for content and face validity of but there is dearth of research on primary school the items. Corrections were made to the instrument teachers’ use of IET to reduce stress. This study based on their comments in the production of the therefore examined the influence of some demo- final draft. The instrument’s reliability coefficient graphic variables on primary school teachers’ use is 0.89 of Information and Electronic Technologies in Procedure: The researcher and six-research reducing or managing stress. assistant visited the selected schools in Ogun- East senatorial district of Ogun-State to administer Hypotheses the instrument. The research assistants have been trained on how to properly respond to the The following were hypothesized for this items of the instruments and how to solicit for study: the support of the respondents. The participants 1. The use of Information and Electronic attended to the instruments at individual’s pace. Technologies for stress management among Some copies of the instruments were retrieved at teachers of varying academic qualifications the first visit, while the remaining ones were will not be significantly different. collected in the various schools at agreed dates, 2. The use of Information and Electronic but all within a period of two months. Technologies for stress management Data Analysis: t-test and Analysis of Variance between male and female teachers will not were used to test hypotheses. be significantly different. 3. There is no significant difference in teachers’ RESULTS use of Information and Electronic Technologies for stress management based The results in the table 2 show the mean and on their marital status. the standard deviation of primary school teachers in Ogun-East senatorial district of the Ogun State, METHOD OF STUDY Nigeria. Amongst the teachers, NCE holders had (Mean =142.3065, SD = 33.11502), Bachelor’s Sample: A total of seven hundred and six degree holders (Mean = 148.3065, SD = 33.11502), respondents (176 males, 530 females), (536 Associate Certificate in Education (ACE) holders married, 170 singles) from Ogun-East senatorial (Mean = 190.0000, SD = .00000) Masters degree district of Ogun-state, Nigeria constituted the holders (Mean = 122.0000, SD = .00000) and sample for this study. Out of the nine local govern- Nigerian Teachers’ Grade II Certificate holders ments comprising Ogun-East senatorial district, (Grade II) (Mean = 130.9615, SD 15.91095). the primary school teachers (Mean Age= 34.7; SD = 8.52), 176 males (24.9%), and 530 females Table 2: Descriptive statistics of primary school (75.1%) were selected through simple random teachers by highest academic qualifications sampling technique from five local governments. N Mean SD Std. error Instrumentation: The instrument used for Grade II 5 6 130.962 15.911 3.12039 data collection was Technology Usage and Job ACE 6 190 0 0 Stress Scale. The instrument was researcher’s self- NCE 390 142.333 30.4997 2.18413 designed. The instrument had 58 items designed Bachelor degree 246 148.307 33.115 2.97382 Masters degree 6 122 0 0 to measure the level at which Information and Total 706 143.705 30.9768 1.64473 Electronic Technologies use influences teachers’ level of stress management. Items of the instrument include “My job leaves me little or no Ho1: The use of Information Technology and leisure time, yet I find time to read newspaper/ Electronic Technology for stress management magazines to relax myself”, “When I feel among teachers of varying academic qualifi- depressed at work, I cool down by listening to cations will not be significantly different. radio programmes”. The instrument is rated on a The results in the table 3 reveal that there is a 5-point Likert scale ranging from (Always like me significant difference in teachers’ use of 4 ALABA OLAOLUWAKOTANSIBE AGBATOGUN Table 3: Analysis of variance of teachers’ use of information technology and electronic technology for stress management Sum of squares df Mean square F Sig Constant 16088.7 5 3217.74 3.471 0.004 Error 321677 700 927.022 Total 337765 705 Table 4: Scheffe post-hoc analysis of primary school teachers’ academic qualifications. Highest academic qualification N Subset for alpha =0.05 1 2 Grade II certificate 56 130.9615 130.9615 ACE 6 190 NCE 390 142.3333 142.3333 Bachelor degree 248 148.3065 148.3065 Master’ degree 6 122 Sig. Information Technology and Electronic Techno- of 1.98. Therefore, the hypothesis was not logy as coping strategy for stress management rejected. Thus, this implies that teachers’ use of based on academic qualification. This is in view Information and Electronic Technologies for of the fact that the F-ratio of 3.471 was signi- stress management is not gender driven. ficantly higher than the critical F-ratio of 3.00 at Ho3: There is no significant difference in 0.05 level of significance. By implication, teachers’ teachers’ use of Information and Electronic use of IT and EM to manage stress is academic- Technologies for stress management based on qualification determined, thus the hypothesis was their marital status. not accepted. The results shown above reveal that there is However, to further determine the level of a significant difference in teachers’ use of significance, a post-hoc analysis was conducted Information Technology and Electronic Techno- and the results were indicated below. logy for stress management based on their marital The results in the table 4 show that two sub- status because the calculated value of 2.502 is sets were identified. Masters degree, Grade II greater that the critical value of 1.98 at 0.05 Certificate, NCE and Bachelor’s degree was the significant level. Thus, the null hypothesis was first subset, while the second subset includes not accepted. The results imply that teachers of Grade II Certificate, NCE, Bachelor’s degree, and single marital status use Information Technology ACE. Teachers with academic qualification in each and Electronic Technology more than the married of the subsets are characterized with the same teachers as coping strategy for stress manage- level of Information and Electronic Technologies ment. use for management of stress. Meanwhile, teachers with the academic qualification in DISCUSSION varying subsets have differentials in their use of Information Technology and Electronic Techno- This study examined the influence of logy to manage stress. Information and Electronic Technologies on the Ho 2: The use of Information and Electronic level of stress management among the primary Technologies for stress management between school teachers. Arising from the results of this male and female teachers will not be significantly study, academic qualification was found to different. influence teachers’ use of IET for the management The results above clearly indicate that of stress. Meanwhile, the results in table 2 reveal between male and female teachers, there exists that teachers with Associate Certificate in no significant difference in the use of Information Education had the highest mean score while the and Electronic Technologies as stress coping Masters degree holders had the least mean score. strategy in view of the fact that the calculated Based on academic exposure, one would have value of .751 is lower than the critical table value thought that teachers of higher academic TEACHERS’ MANAGEMENT OF STRESS USING INFORMATION AND ELECTRONIC TECHNOLOGIES 5 qualification should be more positively disposed attributed to females would have negatively to using IET to reduce their stress level, the influenced their use of IET to suppress their level finding of this study reveals that teachers with of stress. academic qualifications lower than the Masters’ The finding further showed that marital status degree use IET more than their counterparts in played a major role in determining teachers’ use the management of stress. The outcome of this of IET for stress management (Table 6). By the study contradicts the finding of Fields (2005) who outcome of this study, teachers who are not yet reported that in order to reduce stress level; tea- married were found to be great users of IET to chers of higher qualifications engage in exercises manage their stress level, while those that are at the gymnasium and use mobile phones to share married were not. Though, positive or negative their burden with other people. That, Nigerian research findings in this direction seem not be teachers of higher academic qualifications are not available yet, but one may attribute the outcome great users of IET to manage stress could be of this study to the possibility of the fact that attributed to the fact that many teachers are married teachers have to juggle between the official saddled with more academic and administrative assignments as well as the unavoidable marital responsibilities as they attain higher academic responsibilities and challenges. On the other hand, heights, thus leaving them with no time for the unmarried teachers seem to have reasonable pleasure and leisure. time at their disposal to engage in other activities The results of table 5 were interesting finding that would contribute to good control of their body of this study. Primary school teachers’ gender system and adequate regulation of their mood, thus had no influence on their use of IET for stress promoting and ensuring balanced emotional, management. Lending support to the finding of mental and physical state of health. No wonder, this study, Osu (2006) and Calloway (2003) report many teachers especially within the spectrum of that teachers of both gender read print media to Nigerian educational system look physically good, regulate their mood. They further observe that robust, handsome or beautiful when single, but negative or positive nature of what male teachers sometimes look unattractive and haggard after read determines their emotional, physical and marriage while still in the noble profession – mental state in connection with stress. Bertoch teaching. et al. (2003) found that teachers, irrespective of gender had their stress level reduced after being CONCLUSION exposed to audio-visual packages. Similarly, Olley (1999) reported that engaging in relaxation Stress of varying degrees is an inevitable activities is one of the ways to cope with stress. phenomenon in teaching and possibly in all other Contrary to the finding of this study, Panenbianco careers of life. Ling (1991), Yahaya et al. (2008) (2003) reported that more men in variance with and Devonport et al. (2008) note that teaching in women make use of stress-management-self- its nature is highly stressful. If teachers’ stress is instructional DVDs after long hours of busy days not minimized or unresolved, it will directly or to reduce obsessive-compulsive stress symptoms indirectly have ripple effects on the teachers’ dramatically. The finding of this study is most emotional, mental and physical health which may surprising because the techno-phobic trait mostly have negative effects their effectiveness in Table 5: t-test analysis of male and female teachers’ use of information technology and electronic technology for stress management Group N Mean d Df t-cal t-cri P Remarks Male 176 145.8523 32.56701 704 .751 1.98 >.05 Accepted Female 530 142.9925 30.46060 Table 6: t-test analysis of teachers’ use of information technology and electronic technology for stress management based on marital status Group N Mean d Df t-cal t-cri P Remarks Married 536 141.3993 31.48 704 2.502 1.98 <.05 Not accepted Single 170 150.9765 28.26 6 ALABA OLAOLUWAKOTANSIBE AGBATOGUN teaching and learning process. Obviously, when Nigerian teachers’ stress management level. The teachers are unduly stressed, education system researcher therefore encourages other scholars will be impaired, thus inefficiency may ensue. to further embark on studies on this subject matter However, the degree of job satisfaction in the focusing on secondary school teachers as well school environment would help reduce the stress as Nigerian higher institutions’ lecturers, teachers level of school teachers, and such environment in private primary and secondary schools, the is mirrored with the availability of relevant and entire Ogun-State and other states of Nigeria. adequate Information and Electronic Techno- There may be the need to research on how IT and logies. The availability of such technologies and EM have contributed to teachers stress in Nigeria. teachers’ access to them in schools and at home go a long way to reducing teaching stress REFERENCES because technology is more or less a natural stress medicine that entertains and changes lives Abosede SC 2004. 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