Depression, Anxiety, Stress Ratios and Job Satisfaction in Special Education Schools in Malaysia

Muhammad Zakwan Fikhri Bin Mohd Azizi,Nurul-Azza Abdullah

doi:10.6007/ijarped/v10-i1/9624

Abstract

The study was conducted to look at the level of depression, anxiety, stress and job satisfaction among Special Education teachers in Special Education Schools around Kuala Lumpur. Mental disorders are defined as health conditions related to emotional change, depression, and post-traumatic stress. Mental retardation is often associated with difficulties and problems in dealing with social life and family activities (Parekh 2018). A total of 96 respondents consisting of teachers and assistant teachers were involved in this study. This study aimed to look at the relationship between depression, anxiety and stress on job satisfaction. Relationships were also seen in terms of age demographics, Area of residence, and duration of service to teacher job satisfaction. Differences in gender demographic factors and travel distance to work satisfaction were studied. The measurement instrument used in this study was the Depression, Anxiety and Stress Scale (DASS) survey to measure levels of depression, anxiety and stress. Meanwhile, the Job Satisfaction Survey (JSS) gauge is used to measure employee satisfaction levels. Survey data were collected and analyzed using descriptive statistics and inferential statistics methods. Descriptive statistical methods were used to describe and explain the frequency and percentage of each variable involved. Meanwhile, statistical inference methods were used to examine the relationship between depression, anxiety, stress and job satisfaction through the Pearson Correlation test. The results of this study showed there is no significant relationship between depression, anxiety and work stress and job satisfaction. This study will positively impact the Ministry of Education (MOE) on the mental health of Special Education teachers.

Highlights

The development of globalization today shows that organizations should be better prepared to face various problems and frustrations by employees
The results showed that the symptoms of depression were 57.7%, while the symptoms of anxiety were 37.7%, and stress symptoms are as much as 37.7%
This study outlines several approaches to facilitate measuring the relationship between Stress, Depression and Anxiety and Job Satisfaction

Summary

Introduction

The development of globalization today shows that organizations should be better prepared to face various problems and frustrations by employees. Problems that occur, such as employee turnover, absenteeism and employee dissatisfaction, are related to workplace stress. Job stress for teachers has gained attention in western countries over the past two decades. This can be evidenced by the many stress studies that have been conducted on teachers (Kyriacou, 1987; Borg, 1990) and the various programs and workshops organized to assist teachers in dealing with occupational problems and stress (Cox et al 1988). Calabrese (1987) showed evidence that low levels of stress are related to low teacher teaching effectiveness. The implications of stress are on teachers' well-being and on how prolonged stress can affect this group's mental and physical health. Kinnunen (1989) claims that stress may affect teachers' work performance and teaching process

Objectives

Methods

Results

Conclusion