Secondary School Teachers’ Perception of Occupational Stress Causes in Mwanza Region, Tanzania

Abstract

This paper presents findings of the study that had examined the teachers' perception of the causes of occupational stress in Tanzania’s secondary schools. Grounded in the job-demand control model, the study employed a mixed methods research approach and specifically a descriptive design. The study collected data from a sample of 460 participants drawn from secondary schools in Mwanza city and Ilemela municipality, Mwanza region of Tanzania. The data were collected between December 2021 and June 2023 using a questionnaire with both open-ended and closed-ended questions to generate both qualitative and quantitative data. Interviews were also held with some of the purposively selected teachers to provide complementary in-depth explanation. The results show an increase in teachers’ heavy workload, low salaries, mounting debts, family problem, and a low rate of job promotion emerged to be major causes of occupational stress. These causes were mainly classified as environment, management, and interpersonal stressors. The secondary school teacher respondents identified other stressors as lack of support from administration and limited autonomy and control (work environment stressors), managing rights and needs, lack of professional development opportunities, insufficient on-the-job training and a lack of collaborative decision-making, and lack of support and resources (management); emotions, participants reported experiencing frustration, disappointment, depression and exhaustion (intrapersonal); and. poor relations, a lack of flexibility and adaptability, and a lack of patience and tolerance (interpersonal stressors). On the other hand, they suggested counter-strategies that included promoting a healthy work-life balance, providing emotional support and ensuring effective communication channels are in place. The study, therefore, recommends advocating for increased support and resources, strengthening professional development opportunities and developing a performance recognition system to address; fostering open communication, promote a positive and inclusive school culture, and providing conflict resolution and interpersonal skills training; enhancing the work conditions among teachers and promoting collaboration and collective action. Overall, addressing these stressors could allow educational institutions to create a conducive and supportive work environment capable of enhancing teacher satisfaction and effectiveness.