INFLUENCE OF OCCUPATIONAL STRESS ON THE MENTAL AND PSYCHOLOGICAL

WELLBIENG OF THE ACADEMIC STAFF OF COLLEGE OF EDUCATION GINDIRI: THE

PLACE OF COUNSELLING.

By

Dachung Danjuma Bwede

Department of Educational Psychology, College of Education Gindiri, Plateau State.

[email protected]

and

Mangvwat Valentina Solomon

Department of Educational Psychology, Federal College of Education Pankshin, Plateau State.

Abstract

This study sought to find out the influence of occupational stress on the mental and psychological wellbeing
of the academic Staff of College of Education Gindiri: The place of counselling. The study was guided by
five research questions. The study also adopted the causal-comparative (also known as ex-post factor) and
survey research designs .The Population of the study consisted of 179 academic staff of College of
Education Gindiri, Plateau State. The stratified and simple random sampling techniques were used to select
40 respondents out of the population. The instrument that was used for data collection for the study was a
structured 4-point Likert scale questionnaire of Strongly Agree (SA), Agree (A), Strongly Disagree (SD) and
Disagree (D) titled” Influence of Occupational Stress on the Mental and Psychological Wellbeing of the
Academic Staff Questionnaire (IOSMPWASQ) ’’. Descriptive statistics was used in data analysis to answer
the research questions stated, especially the arithmetic mean was used to answer the items using the score
value for the response scale as 4(SA), 3(A), 2(D), and 1(SD) and 2.5 was a benchmark to either accept or
reject an item. The findings among other things revealed that, the academic staff of College of Education
Gindiri are experiencing occupational stress and it is impacting negatively on their job performance. It was
recommended that the Government and Management of the institutions should employ more staff and
expand the existing infrastructural facilities in the school and improve on staff working conditions among
other things

Key words: Occupational Stress, Mental Health, Psychological well-being, and Counselling
Introduction

Stress is an inevitable part of our life, people face stressors every day. Events, people,

circumstances, concerns and a certain amount of stress are part of daily life. The academia is a highly

stressful occupation. Among academic staff of colleges of education, it seems stress can be viewed as

a negative experience that affects their lives and performances. This appears to be so because

academic work is never without stressful activities. Concerns about academic stress have been

articulated over the past four decades, dating back to the early 1970’s. Despite this blossoming

literature on work stress, the term stress is still enshrouded by a thick veil of confusion and divergence

of opinion. However, this is surprising, as what constitutes stressful to one person, may not be so to

another. This applies to the divergent views of what constitutes stress. As a result, stress has been

variously defined, Malek (2010) defined job stress as an unpleasant emotional situation which an

individual experiences when the requirements of job are not proportional to his ability to cope with the

situation. Oke and Dawson (2008) said job stress refers to the response of individual characteristics

towards the working conditions and it is shaped by the context within which work takes place.

Good health promotes efficiency and boost quality of work and productivity. In a situation where

workload in an office and the demands of the home becomes too much, it results to too much stress

that affects one; mentally, physically and psychologically. The administrative roles of academic staff

in the office, frequent meetings, lecture delivery to regular , part-time and post-graduate students and

attending seminars, workshops and conferences, book and academic paper writing, keynote and public

lecture presentations, consultancy programmes, moving from one college to the other to accredit

courses, teach and examine students’ work, lecture preparation, scoring and recording students’

scores, projects supervision and different researches among other works, undoubtedly induces stress

among the academia. In addition to these statutory schedules are hostile physical and social work

environments, meeting deadlines and family pressures. All these impinge on not only academic staff’s

mental and psychological wellbeing, but also their productivity.

The symptoms of stress are clearly manifested in their personal and professional lives. Some of these

symptoms include: high blood pressure, ulcers, diabetes, insomnia/sleeplessness, tension/migraine and

headaches, back pains, anxiety, depression, common mistakes for instance, mix-up of students’ results

and low productivity, (Halkos and Bousinakis 2010).

Stress comes in different ways in an individual’s daily life to which one adjust to fit the new condition.

One of the main causes of occupational stress is work overload without the corresponding addition

of employees to take on the additional work. Instead, the increased amount of work is given to the

current employees to finish in the same time span that they would be asked to finish their standard

workload. This is the situation that lecturers, whether male or female, senior or junior particularly

those in College of Education Gindiri are facing. Other possible factors that cause stress among them

are: lack of good office and housing accommodation, behaviours of colleagues, superiors, and

students’ home/work balance, time pressure, noise, poor remuneration, unfavourable policies,

unrealistic job expectations, job security and safety fears. In fact, non-commitment on the part of the

government and relevant authorities to check these stressors constitutes yet another source of stress to

lecturers. Teaching profession is quite challenging, both mentally and physically. Without sound

mental health, an individual cannot adequately perform his/her duties which are full of research and

cognitive activities. Mental and psychological problems among lecturers are mostly believed to be

caused by work-related stress can make them ineffective and less needed in an educational system.

Also, the demanding nature of the job is not for the physically weak. Stress can render them

incapacitated and thus less or non-productive.

Akinade (2007) Stressed that the harmful and costly consequences of stress therefore demonstrate the

need for strategies to limit stressors among lecturers. Lecturers have to know different methods of

managing stress in order to discharge their professional duties effectively. This is so because stress is

part and parcel of life and cannot be avoided. If aptly managed, stress can energize, stimulate and

induce growth and productivity of lecturers. Stress reduction guides propose that for a person to be

happy, healthy and productive, he/she needs to ‘get rid of’ or ‘reduce’ stress. Unfortunately, trying to
 eliminate stress from one’s life or trying to stop feeling stressed usually creates more stress to some

individuals. This may be due to the fact that proper coping and management techniques are not

adopted. According to Jibrin (2010), Some common negative ways of coping with stress among some

people include: drinking too much alcohol, use of drugs, smoking, over-eating, withdrawal and

quietness. Unfortunately, this compounds the problem. However, Malek, (2010) stated that there are

many healthier ways to cope and manage stress and its symptoms. These include; proper time

management, positive meditation, regular exercise, relaxation, good nutrition, sound sleep, adopting

healthy habits, adopting a hobby and positive relationship with others. Considering their contributions

to the growth and development of the nation, academic staff of institutions of higher learning

(Lecturers) need to adequately manage stress in their personal and professional lives in order to live a

healthy life and perform their duties optimally.

The influence of stress undoubtedly presents some counselling implications particularly as it relates

to the mental health and productivity of academic staff in College of Education Gindiri and the nation

as a whole. Stressed staff, whether male, female, senior, junior, younger and older suffer from memory

problems, nervousness, anxiety, poor concentration and depression. They also make mistakes, work

less and gradually become less or non-productive: Guidance, which is preventive in nature, can be

administered by a counsellor to help equip lecturers with strategies of preventing or reducing stress

among them. Also, counselling, which is curative in nature, can be administered by a counsellor to

help lecturers cope and manage their stress conditions. The specific aims of the guidance and

counselling programme here is to assist lecturers, regardless of gender, age and seniority, to adjust and

adapt properly to their working environment and to live healthy and productive life.

Statement of the problem

Mangvwat (2019) stated that, despite the extremely negative effects of occupational stress on the

human body and work performance, College of Education Gindiri has not put in any concrete measures

to address these stress-related conditions that negatively affect productivity. Furthermore, there has not

been a conscious establishment of a linkage between occupational stress and its negative effect on
 productivity. The demand caused by preparing for lectures, lecturing, marking assignments and

examinations, supervision of projects, supervision of teaching practice /attachment, research, attending

to disciplinary and counselling issues etc and the drive for high enrolment as a way to raise money from

students fees in the backdrop of inadequate funding of the college by relevant authorities have had their

toll on the same lecturer who is only but a human being..

Melgosa (2006) averred that stress is the reason for two thirds of the total visits to the physicians.

Therefore the influence of occupational stress on job performance is immense; Occupational Stress causes

low productivity of workers, which contributes to the phenomenon of Absenteeism which costs the

employer in terms of both sick time paid and overtime paid to replace the employee. The result of these

effects is decreased productivity and profit margins (Bandura & Locke 2003). Too much stress can result to

diminished productivity, accidents, medical problems, poor time management, and lack of focus, burnout

and even death.

Purpose of the study

The main thrust of this study was to investigate the influence of occupational stress on the mental

and psychological wellbeing of the academic staff of College of Education Gindiri: The place of

counselling. Specifically the study was to:

1. Find out the causes of stress among academic staff of College of Education Gindiri.

2. Determine signs and symptoms of occupational stress among the academic staff of College of

Education Gindiri.

3. Investigate the impact of stress level on the mental and psychological wellbeing of academic

staff of College of Education Gindiri.

4. Determine the influence of occupational stress on the productivity of academic staff of College

of Education Gindiri.

5. Identify the strategies of managing occupational stress among the academic staff of College of

Education Gindiri.
 Research questions

The following research questions guided the study;

1. What are the causes of stress among academic staff of College of Education Gindiri?

2. What are the signs and symptoms of occupational stress among the academic staff of College of

Education Gindiri?

3. What are the impact of stress on the mental, Psychological and social well being of academic

staff of College of Education Gindiri?

4. What is the influence of occupational stress on the productivity of academic staff of College of

Education Gindiri?

5. What are the strategies of managing occupational stress among the academic staff of College of

Education Gindiri?

Literature Review

Occupational Stress is the pressure in the work place that forces a worker to either adjust or adapt in

a certain way. Akinade (2007) defined stress as a psychological response to events that upset a person’s

balance in some way. It is the physical and emotional responses that occur when the demands within

and outside an individual exceeds his/her capabilities and resources. The work environment is full of

human activities and environmental factors that force workers (lecturers) to either adjust or adapt. Once

conditions of the work environment (such as noise, poor working tools, time pressures, and relationship

with colleagues) are beyond the ability of the worker (lecturer) to contend or handle successfully, work

stress sets in. Work stress could be positive or negative. Positive stress provides the worker with the

arousal, mental alertness and motivation necessary for optimal performance and intellectual functioning.

Negative work stress on the other hand depletes workers’ (lecturers’) resources (e.g. energy) thereby

decreasing his/her productivity as well as causing mental health problems such as memory loss and

mental fatigue.
 Work stress is associated with worker’s productivity. Productivity is the amount of workers’

(lecturers’) output, efficiency, effectiveness and general performance in the work place. It is also the

measure of the quantity and quality of work done by a worker (lecturer). A lot of factors affect the

productivity level of the worker (lecturer), stress inclusive.

iii. Job Performance/Productivity refers to duties and responsibilities undertaken by workers and

the quality of outcomes and accomplishments of work performed on daily basis. Halkos and

Bousinakis, (2010) stated that job performance contains a quality and quantity of results driven from

individual or group struggle completion. In another meaning job performance can be described as the

ability of individuals to achieve their respective work aims, then meet their expectations, achieve

benchmarks or accomplish their organizational goals, productivity on the other hand (sometimes

referred to as workforce productivity) is an assessment of the efficiency of a worker or group of

workers. Productivity may be evaluated in terms of the output of an employee in a specific period of

time. Typically, the productivity of a given worker will be assessed relative to an average for

employees doing similar work. Because much of the success of any organization relies upon the

productivity of its workforce, employee productivity is an important consideration for organizations.

Counselling as a Therapy. Lannap (2017) indicated that counselling is a personalized dialogue,

interview or interaction between the client or counselee experiencing problem and the counsellor

who tries to render help. Therefore counselling as a therapy is the process of meeting with a

therapist (counsellor) to resolve problematic behaviors, beliefs, stress, feelings, relationship issues,

and/or somatic responses (sensations in the body). Beginning therapy can be a big step toward being

the healthiest version of yourself and living the best life possible, no matter what challenges one may

be facing. Through therapy, one can change self-destructive behaviors and habits, resolve painful

feelings, stress, improve your relationships, and more.

 Methodology

The study adopted the causal-comparative (also known as ex-post factor) and survey research

designs. In causal-comparative research, causes are investigated after they have exerted their effects on

another variable. The conditions for the use of causal-comparative design are: there is no manipulation

of variable, there is comparison of variables, and the groups selected for the comparison must come

from the same population. Therefore, the reason for adopting causal-comparative design is that the

researcher did not manipulate the independent variable (Occupational stress). The researcher only

sought to find out the influence of occupational stress on the job performance of the academic staff in

the study area.

The population of the study consisted of all 179 academic staff of College of Education Gindiri. A

sample of 40 lecturers was drawn from the population through stratified and simple random sampling

techniques. The population was divided into two groups, male and female before using the simple

random sampling to get the sample out of each group.

The instrument that was used for data collection for the study was a structured 4-point Likert scale

questionnaire of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) titled

“influence of Occupational Stress on the Mental and Psychological Wellbeing of the Academic Staff

Questionnaire (IOSMPWASQ) ’’. Questionnaire was used because the respondents are literate.

Secondly, questionnaire was used because it was easier to collect data from the sample involved in the

study. The instrument was developed by the researcher. It was validated by one counselling

psychologist and one research, measurement and evaluation expert, all from the School of Education,

College of Education Gindiri. After all necessary validation and corrections, 33 items were generated

for the instrument. The instrument was divided into two (2) sections, Section A contained questions on

personal data of respondents while section B contained questions that will answer the research questions

and yield useful information for the study. Crobach’s Alpha methods of reliability was established for

the instrument and yielded a coefficient of 0.73. Descriptive statistics was used in data analysis to
answer the research questions stated, especially the arithmetic mean was used to answer the items using

the score value for the response scale as 4(SA), 3(A), 2(D), 1(SD).

Results

Research question 1: What are the causes of stress among academic staff of College of Education
Gindiri?

Table 1: Mean Score of Causes of Stress Among Academic Staff of College of Education Gindiri.
S/N Items Response Criterion Decision
Mean Mean
1. Poor work environment makes me upset 2.9 2.5 Accepted
2. Deviant behavior of students is a source of worry to me 2.6 2.5 Accepted
3. Family life affects my professional/work life . 2.0 2.5 Rejected
4. Time pressure always makes me disorganized 3.7 2.5 Accepted
5. I am always restless because of work overload 3.5 2.5 Accepted
6. Poor relationship with my colleagues and superiors at work
place makes me feel upset. 2.7 2.5 Accepted
7. Inability to achieve my professional goals makes me feel frustrated. 1.8 2.5 Rejected
8. Poor welfare from authorities creates a feeling of uncertainty in me. 2.8 2.5 Accepted

Source: field survey 2022

Table 1 shows that item 1 and 2 were accepted because they have the response mean of 2.9 and 2.6
which is above the criterion of 2.5, item 3 was rejected because it has the response mean of 2.0 which is
below the criterion mean of 2.5, items 4, 5, and 6 were all accepted because they have the response
mean of 3.7, 3.5 and 2.7 respectively which is above the criterion mean of 2.5. Item 7 was rejected
because it has the criterion mean of 1.8 which is below the criterion mean of 2.5. This implies that there
are stressful working conditions among the academic staff of the college.
Research Question 2: What are the signs and symptoms of Occupational Stress among the Academic
Staff of College of Education Gindiri?
 Table 2: Mean Score of Signs and symptoms of Occupational Stress among Academic Staff of
College of Education Gindiri.
S/N Items Response Criterion Decision
Mean Mean
9. I experience back pain most often due to workload in the office. 3.4 2.5 Accepted
10. I am always restless whenever i come to the office. 2.3 2.5 Rejected
11. I pay less attention to people as a result of workload 2.5 2.5 Accepted
12. I find it difficult to sleep at times because of work pressure in the office. 3.6 2.5 Accepted
13. My anxiety level increases whenever I come to the office 2.6 2.5 Accepted
14. I am always weak and tired after every day’s work 3.5 2.5 Accepted
15. I am always indecisive at work place because of workload 2.0 2.5 Rejected
Source: Field survey 2022.
Table 2 shows that item 9 was accepted because it has the response mean of 3.4 which is above the
criterion mean of 2.5, item 10 was rejected because it has the response mean of 2.3 which is below the
criterion mean of 2.5 while items 11, 12, 13 and 14 were accepted because they have the criterion mean
of 2.5, 3.6, 2.6, and 3.5 respectively which is above the criterion mean of 2.5. Again, item 15 was
rejected because it has the criterion mean of 2.0 which is below the criterion mean of 2.5. Therefore, it
implies that there are signs and symptoms of occupational stress among Academic staff of College of
Education Gindiri.
Research Question 3: What are the impact of stress on the mental and Psychological wellbeing of

academic staff of College of Education Gindiri?

Table 3:Mean Score of Impacts of Stress on the Mental and Psychological Wellbeing of lecturers.

S/N Items Response Criterion Decision

Mean Mean
16. I usually experience tension and headache due to work stress 3.0 2.5 Accepted

17. Minimal work stress can be helpful to achieve set goals in time. 2 .8 2.5 Accepted

18. Work overload makes me to forget things easily 2.7 2.5 Accepted

19. I have mixed thoughts over a lot of issues due to work stress 2.8 2.5 Accepted

20. I experience frequent anxiety due to work stress 3.9 2.5 Accepted

Source: Field Survey 2022.

 Table 3 shows that, items 16, 17, 18, 19, and 20 were all accepted because they have the response

mean of 3.0, 2.8, 2.7, 2.8, and 3.9 respectively, which is above the criterion mean of 2.5. This implies

that stress is impacting negatively on the mental and psychological wellbeing of the lecturers.

Research Question 4: What is the influence of Occupational Stress on the Productivity of Academic

Staff of College of Education Gindiri?

Table 4: Mean Score of Influence of Occupational Stress on the Productivity of Academic Staff.

S/N Items Response Criterion Decision

Mean Mean
21. My productivity level is low due to work stress. 3.9 2.5 Accepted

22. I make common mistakes at work due to work stress. 3.5 2.5 Accepted

23. I have a lot of pending work calling for my attention. 2.9 2.5 Accepted

24. Work stress reduces my work efficiency. 3.1 2.5 Accepted

25. I lose working hours due to illness caused by work stress 2.7 2.5 Accepted

__________________________________________________________________________________

Source: Field survey 2020.

Table 4 shows that, items 21, 22, 23, 24, and 25 were all accepted, this is because they have the response

mean of 3.9, 3.5, 2.9, 3.1, and 2.7 respectively which is above the criterion mean of 2.5. This therefore

implies that stress greatly affects the productivity of the Academic Staff of College of Education Gindiri.

Research Question 5: What are the strategies of managing occupational stress among the academic staff

of College of Education Gindiri?

 Table 5: Mean Score of Strategies of Managing Occupational Stress among Academic Staff.
S/N Items Response Criterion Decision
Mean Mean
26. Adequate sleep and rest refreshes my body and mind. 3.8 2.5 Accepted
27. Counselling helps me to manage myself better. 2.9 2.5 Accepted
28. Engaging in hobbies refreshes my body and mind. 3.0 2.5 Accepted
29. Adequate planning and effective time management makes
me feel stable. 3.8 2.5 Accepted
30. Realistic time line and deadline reduces work stress. 2.9 2.5 Accepted
31. Effective communication with colleague at the workplace
reduces the feeling of uncertainties in me. 2.6 2.5 Accepted
32. Good interpersonal relationship with superiors and students
at the work place makes me feel good and secure 2.9 2.5 Accepted
33. Exercise and good nutrition reduces work stress. 3.2 2.5 Accepted

Source: Field Survey 2022

Table 5 shows that items 26, 27, 28, 29, 30, 31, 32 and 33 were all accepted because they have the
response mean of 2.8, 2.9, 3.0, 3.8, 2.9, 2.6, 2.9, and 3.2 respectively which is above the criterion mean
of 2.5. This implies that all the items are strategies of managing Occupational Stress among Academic
Staff of College of Education Gindiri.
Discussion of findings.

The findings in table 1 shows that the causes of stress among academic staff includes; Poor work

environment, Deviant behavior of students, Time pressure on staff, work overload, Poor relationship with

colleagues and superiors at work place, Poor welfare from authorities among other things. This result is in

agreement with the findings of Akinboye, Akinboye and Adeyemo (2002) who found out that threat from

superiors, time pressure, lack of promotion unplanned retirement, illness, lack of conducive environment,

family and poor relationship with colleagues are major causes of occupational stress among lecturers.

The findings in table 2 shows that the signs and symptoms of occupational stress among academic

staff includes; frequent back pain, lack of attention, inability to sleep, level of anxiety increases, weakness

and tiredness after work and frequent illness. This complements the findings of American Institute of
Stress (AIS) (2016). Identified fifty (50) common signs and symptoms of stress as follows: Frequent

headaches, jaw clenching or pain Gritting, grinding teeth Stuttering or stammering, Tremors, trembling of

lips and hands, Neck ache, back pain and muscle spasms, Light headedness, faintness and dizziness,

Heartburn, stomach pain and nausea, Excess belching and flatulence, Constipation, diarrhea and loss of

control, Difficulty breathing and frequent sighing, Sudden attacks of life threatening panic, Chest pain,

palpitations and rapid pulse, Frequent urinations, Diminished sexual desire or performance, Excess anxiety,

worry, guilt and nervousness, Increased anger, frustration and hostility, Depression, frequent or wild mood

swings, Increased or decreased appetite, Reduced work efficiency or productivity, Lies or excuses to cover

up poor work, Rapid or mumbled speech, Excessive defensiveness or suspiciousness, Problems in

communication sharing, Social withdrawal and isolation, Constant tiredness, weakness and fatigue,

Frequent use of over-the-counter drugs, Weight gain or loss without diet, Increased smoking, alcohol or

drug use, Excessive gambling or impulse buying, Increased frustration and irritability. A careful look at the

above symptoms shows that they have the tendency to wear and tear the body of an individual. It also

shows that while some are observable, some are not observable. While some are physiological, some are

psychological, social and behavioral. Psychologists are in agreement that the removal of the stressor will

automatically eliminate the signs and symptoms.

The findings in table 3 shows that the impact of stress on the mental and Psychological wellbeing

of academic staff includes; the staff usually experience tension and headache due to work stress, Work

overload makes them to forget things easily, they experience mixed thoughts over a lot of issues due to

work stress, they experience frequent anxiety due to work stress. This shows that the staff experience

occupational stress. In agreement with this finding, Akinade (2007) noted that stress is recognized

worldwide as a challenge to individual mental and physical health. This is evident in the fact that many

visits of academic staff to physicians, perhaps even most, can be traced to stress-related illnesses.

The findings in table 4 show that the Influence of occupational stress on the productivity of

academic staff includes; productivity level is low due to work stress, common mistakes are made at work

due to work stress, a lot of pending work are calling for the attention of the academic staff, Work stress
reduces work efficiency and loss of working hours due to illness caused by work stress. This findings

supports the findings by Jibrin (2010), that most staff do not attain job satisfaction because of work

overload, role conflict, leadership problem, bureaucratic structure and above all academic staff of tertiary

institutions are stressed and it is impacting negatively on their job satisfaction and productivity level.

The findings in table 5 shows that the Strategies of Managing Occupational Stress among academic

staff are; Adequate sleep and rest refreshes the body and mind, regular counselling helps one to manage

himself/herself better, Engaging in hobbies refreshes the body and mind, Adequate planning and effective

time management makes an individual feel stable, realistic time line and deadline reduces work stress,

effective communication with colleagues at workplace will reduce the feeling of uncertainties and Good

interpersonal relationship with superiors and students at work place can make one feel good and secure. In

support of this, Akinboye, Akinboye and Adeyemo (2002) states that, to manage occupational stress

among teachers, the following strategies should be practiced; positive attitude and right mindset about the

condition of the job, adequate planning and effective time management, regular exercise, relaxation and

good nutrition, support of family and friends , having sense of self control/setting realistic and attainable

life goal, effective time management and good interpersonal relationship colleagues.

Conclusion

Based on the findings of this study, the following conclusions are arrived at:
The academic staff of College of Education Gindiri are stressed and it is impacting negatively on their job
performance. This is capable of affecting their Physical and psychological health. The stressful working
conditions of the academic staff is without bias to age and gender. The newly employed staff expressed
higher job stress and lower job satisfaction than their more experienced counterparts.
Recommendations

1. Government programmes and activities designed to reduce the stressful working conditions of the
academic staff should be without bias to their age and rank.
2. An effective mentoring programme by management should be designed for the newly employed
academic staff.
3. Government/ institution should employ more academic staff/nonacademic staff to reduce the
workload on the academic staff on ground.
 4. Staff should regularly visit the school counsellor for counselling on strategies on managing
occupational stress.

References

Akinade, E.A (2007). Stress: Understanding & Managing it. Ibadan, Nigeria: Pumak Publishers Lt.

Akinboye, T.O., Akinboye, D.O. & Adeyemo, D.A (2002). Coping with stress in Life and workplace,

Lagos: Stirlin-Horden publishers (Nig) Ltd.

American Institute of Stress (2016). 50 Common Signs and Symptoms of Stress. Retrieved from

https://www.stress.org/stress-effects 2022.

Bandura, A. & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology,

88(1), 87-99.

Halkos., G. & Bousinakis, D. (2010). The effect of stress and satisfaction on productivity. International

Journal of Productivity and Performance Management, 59(5), 415-431.

Jibrin., A. Y (2010). Relationship between Teacher Stress and Job satisfaction among Academic Staff of

Tertiary Institutions in Kaduna State, Nigeria: implications for counselling. Unpublished M.Ed.

Dissertation 2011.

Lannap., A. L (2017). Basic Issues in Guidance & Counselling. Jos, Nigeria: Mono Expression.

Malek., M. D.A (2010). Stress and Psychological well-being in UK and Malaysian fire fighter. Retrieved

from www.researchgate.net 2022.

Mangvwat., V. S (2019). Influence of Occupational Stress on the Effectiveness of Lecturers in Colleges of

Education Pankshin and Gindiri, Plateau State. Unpublished M.Ed Dissertation 2019 University of

Jos.

Melgosa., J. (2006). New Lifestyle: Less Stress. Madrid, Spain: Safeliz.

Oke., A., and Dawson, P. (2009). Contextualizing workplace Stress: The experience of bank employees in
Nigeria. Australia: Faculty of Commerce, University of Wollonggong. Retrieved from
http:/ro.uow.edu.au/commpapers/503