Senior Secondary School Teachers Research Articles

Mental Health Status of Senior Secondary School Teachers in Relation to Their Occupational Stress and Burnouts

The mental health of senior secondary school teachers is an important topic, as they often face high levels of stress and burnout due to the demands and pressures of their occupation. Teaching can be emotionally and mentally challenging, and teachers play a crucial role in the education and development of young people.Some of the most prominent issues faced by senior secondary school teachers which ultimately affect their mental as well as physical health: Stress and Work-Life Balance, Student Behavior along with the Classroom Management, Emotional Labor, Lack of Resources, Mental Health Stigma, Lack of Support Systems and so on. It is important that schools and society recognize the psychological issues that these teachers face and implement strategies that encourage effective work, provide support, and talk about the issues causing stress and anxiety. This may include professional development on stress management, promoting a supportive school culture, and increasing access to mental health resources. In this paper, we’ve encountered certain facts and instances which depicts the condition of senior secondary teachers while struggling with stress and the sour outcomes faced by the prolonged continuity which ultimately effects our society.

The Impact of Cl4STEM Online Community of Practice on Science and Mathematics Teachers’ Knowledge and Professional Development in Nigeria

Connected Learning for STEM (CL4STEM) is an innovative teacher capacity-building project piloted in Nigeria. It aimed at science, technology, engineering, and mathematics teachers’ capacity building to foster higher-order thinking with inclusion and equity (HOTIE) in their classroom practices. It adopted a model of mobile-based communities of practice (CoP) as one of the strategies for CL4STEM teacher professional development. Hence, this study investigated the impact of the CL4STEM project online CoP on science and mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and professional practice for achieving HOTIE in their classrooms. The study adopted a survey research design involving documentary content analysis and a one-group pre-test-posttest design to collect qualitative and quantitative data to achieve the objectives of the research. The population of the study was all science; biology, chemistry, and physics teachers in senior secondary schools in selected states in Northern Nigeria. Purposive sampling was used to select one newly qualified biology, chemistry, physics, and mathematics teacher per subject area from twenty sample schools in the population, thus a target sample size of 80 science and mathematics teachers, 20 each per subject. Content analysis of the module reports and evaluation of lesson plans were used to obtain qualitative data on the science and mathematics teachers’ CoP practices and professional learning. The Pre-test and post-test on the teachers’ subject matter knowledge and pedagogical content knowledge were the instruments for quantitative data collection. The instruments were validated by the project consultant and science and mathematics education experts. Four research objectives and four corresponding research questions guided the study. Descriptive statistics, descriptive content analysis, and descriptive narrative were used to analyze the data. The study revealed that online CoP has remarkably impacted teachers’ subject matter and pedagogical content knowledge and professional development.

School climate and productivity of teachers in public senior secondary schools, Ogun West Senatorial District, Nigeria

The objective of this study was to explore the potential correlation between school climate and teachers' productivity in public senior secondary schools in Ogun West Senatorial District, Nigeria. The study employed a correlational research design and was guided by four null hypotheses. Data were collected using a self-constructed questionnaire titled “School Climate and Teachers’ Productivity in Public Senior Secondary Schools in Ogun West Senatorial District, Nigeria” on a Likert Four Point Scale rating. The questionnaire obtained a reliability coefficient of 0.83. A multi-stage sampling technique was used to select the sample, which consisted of 25 schools. In each of the 25 schools, 20 teachers were selected randomly on an equal gender basis, resulting in a total of 500 teachers and 200 hundred school head to include principal and heads of department, totaling 700 participants through a multistage sampling technique and data were analyzed using Pearson’s Product Moment Correlation Coefficient in the Statistical Packages for Social Sciences (SPSS) version 21.0. The findings indicated a significant relationship between interpersonal relationship and teachers’ productivity: a significant relationship between school safety and teachers’ productivity; a significant relationship between institutional environment and teacher’s productivity; and a significant relationship between school management and teachers’ productivity. By implication, all aspect of school climate identified in this study plays an integral role in teacher’s productivity, hence the needed catalyst for boosting a good atmosphere in school climate becomes the responsibility of all stakeholders in education. It can be concluded that school climate is key to teacher’s productivity. More so, it is recommended that every school should create a climate team comprising representatives from all school community groups, supported by strong and clearly defined climate leadership at all levels.

Assessment of Senior Secondary School Physics Teachers' Knowledge of Multi-Choice Test Construction Procedures

The main purpose of this study was to assess the senior secondary school physics teachers' knowledge of multiple-choice test construction. The study employed a survey type research design and the sample consisted of 50 senior secondary school teachers in Ilorin South, East, and West Local Government Areas, which were randomly selected as the sample for this study. Questionnaire was used as instrument that probed teachers' knowledge and their perceived use of test construction strategies. The reliability index of the instrument; Physics Teachers’ Knowledge of Test Construction Procedure (PTKTCP) was determined using Cronbach's alpha approach, which enables one to estimate internal consistency when the scoring of items on a test is not limited to 1 point (for correct) or 0 points (for incorrect response). The collected data were analysed using mean, independent t-test and ANOVA to test if there was a significant difference among the teachers on all the scales. Findings from this study indicated that most teachers consider the preparation of test blueprints important during test construction and that there are no gender differences or influences of teachers' level of experience on their knowledge of multiple-choice test construction procedures. The study recommended that teachers in training colleges of education and universities should be exposed to the technicalities in preparing test blue print in order for their assessment instrument to be valid.
 Keywords: Assessment, test construction, multiple-choice test, teachers, physics, senior secondary schools

Stress Management Strategies and Teachers’ Effectiveness in Public Senior Secondary Schools in Rivers State

This paper addresses the issue of stress and its management and control, and how this can affect the effectiveness of teachers in public senior secondary schools in Rivers States. The paper further explains what stress is—that stress is the disequilibrium of the body metabolism, either in the physical, emotional or mental state and teachers’ stressors, which are work overload, lack of promotions, late payments of salaries, low salaries and poor work environment, etc. and how all these stressors and others, if not properly managed, can make teachers inefficient in their responsibility of imparting knowledge to the students of the public senior secondary schools in Rivers State. It also addresses how this stress could truly weigh the teachers down, with sickness, high blood pressure and even death, if not managed. And when teachers are stressed up, they cannot be effective. Strategies of managing stress among teachers as enumerated in this paper, for their optimum productivity, among others, are exercise, taking a time out with loved ones, relaxation, etc. This paper makes it bold that managing stress is very important and necessary among the teachers of the public senior secondary schools in Rivers State, for their wellness. This would make them vibrant, fit and bounce back for their effective productivity. Among other suggestions are employing teachers’ assistants to ease workload, building recreational centres for teachers and increasing teachers’ salaries. The government should also promote them promptly.

Gender Differences in Teachers' Digital Literacy Skills in Teaching STEAM

Teachers’ characteristics such as educational level, age, gender, educational experience and digiyal literacy for educational purposes can influence the adoption of an innovation in teaching. This study aimed at analyzing the impact of gender differences on teachers' digital literacy skills in the teaching of STEAM in secondary schools. This study was descriptive research which adopted a Survey type. Four research questions were raised. The population for this research comprised science teachers in Kaduna State secondary schools. A simple random sampling technique was used to select 150 senior science teachers across the three local governments. The questionnaire was designed to elicit information from the senior secondary school teachers on the impact of gender differences on teachers' digital literacy skills in teaching STEAM. Data collected was analyzed using descriptive statistics tools which include pie charts and bar chat. The findings of the study showed that the number of male secondary school teachers was higher than their female counterparts involved in the teaching of STEAM in senior secondary schools. A significant difference exists in the number of male teachers that possess laptop devices compared to their female counterpart. A higher percentage of male teachers possess more digital skills than their female counterpart, lack of school support, limited time and lack of internet access are the major factors affecting the use of digital skills in teaching STEAM. This study recommends that schools should provide the needed facilities required in teaching STEAM based on global best practices.

Exploring the Effectiveness of Mobile Smartphones in Teaching Islamic Studies among Senior Secondary Schools

The need for Islamic Religious teachers in Senior High Schools to fully integrate ICT tools, especially smartphones, in enhancing effective and efficient teaching in digital processes compared to traditional teaching methods should not be underestimated. This study aims to analyze the integration of ICT mobile smartphones for effective teaching of Islamic studies among senior secondary schools. This study adopted research quantitative method of research. The instrument used for data collection was validated by three experts in Test & Measurement who found it appropriate for this study. A simple random sampling technique was used to select 194 out of 307 senior secondary school teachers of Islamic studies as the sample size of the study. A questionnaire titled "Effective Integration of Mobile Smartphones for Teaching Senior Secondary Schools Questionnaire (EIMSTSSQ)." The reliability of the instrument was determined using the test re-test reliability technique value of the correlation coefficient obtained at 0.87. The findings of the study revealed that senior secondary school teachers of Islamic studies integrate mobile smartphones for effective teaching of Islamic studies. Also, the study revealed that mobile App skills, Internet skills, mobile smartphones literacy skills, technical proficiency, communication skills, creativity skills, organization and time management, flexibility skills and pedagogical knowledge are the skills needed for the integration of mobile smartphones for effective teaching of senior secondary school. The study further revealed that male and female teachers integrate mobile smartphones to enhance the effective teaching of senior secondary school Islamic studies.

Developing ‘Happiness Engineering’ Subject for the Schools in India: Designing the Pedagogical Framework for a Sustainable Happiness Curriculum

The aim of this research was to develop the ‘Happiness Engineering’ subject by designing a ‘sustainable happiness curriculum’ and ‘pedagogical framework’ for the schools of India by adopting the whole school approach. Happiness Engineering subject is modelled like any other traditional school subject, e.g., History, Chemistry, or Computer Science. The researchers have prepared it by adopting the scientifically proven ‘global best practices’ exercised in different schools, colleges, and university departments across the globe in ‘sustainability education’, ‘adjectival education’, and ‘well-being education’. It has been adapted and contextualised to be implemented in Indian schools by considering the available infrastructural resources in existing Indian schools and bearing in mind the feasibility of its effective transaction. Experiences of 129 experts from India that included senior secondary school teachers, school counsellors, pedagogical scientists, learning theorists, health experts, people from NGOs, and professors of education, were used to modify and contextualize the prepared curriculum framework for the ‘Happiness Engineering’ subject to effectively cater the needs of Indian senior secondary school students.

Perception of school teachers towards integrating ict in senior secondary school curriculum: aftermath of covid-19 pandemic


 The study is aimed at determining the perception of school teachers’ towards integrating ICT in senior secondary school curriculum content delivery, aftermath of Covid-19 pandemic. The study adopted a survey research. The Population of the study consisted of all 310 Senior Secondary School teachers (78 males and 132 females) in Owerri municipal Council of Imo state. The sampling technique used is purposive since the population is small. The researchers designed an assessment questionnaire which was used for data collection. It has a reliability co-efficient of 0.83 determined through cronbach alpha. The data collected was analyzed using mean and standard deviation in answering the research questions while the hypothesis was analyzed using independent t-test analysis tested at 0.05 level of significance. The result of the study showed that senior secondary school teachers have positive perception towards integrating ICT in senior secondary school curriculum content. It was therefore recommended among others that the government should speed up the expansion of its existing ICT and remote learning capacity in senior secondary school curriculum, especially for learners with disabilities who may need access to assistive technology. This is based on the fact that senior secondary school teachers have positive perception on the workability of ICT integrated curriculum in senior secondary school.

EFL Teachers’ Beliefs about Grammar Teaching and Classroom Implementation: Focus on Ankesha Senior Secondary and Preparatory School Teachers in Ethiopia

EFL Teachers’ Beliefs about Grammar Teaching and Classroom Implementation: Focus on Ankesha Senior Secondary and Preparatory School Teachers in Ethiopia

Leadership Styles and Public Senior Secondary School Teachers’ Job Engagement for Sustainable Development in Ibadan Metropolis, Oyo State

Leadership does not only define an organisation’s successes and failures but also is important in sustaining teachers’ job engagement. The study investigates leadership styles and public senior secondary school teachers’ job engagement in Ibadan Metropolis, Oyo State. A descriptive research design was adopted. The population of the study consists of 1396 teachers and 143 principals in the 11 sampled local governments. The multi-stage sampling procedure was used, a sample size of 715 respondents was sampled of which questionnaires were administered and 600 (80%) of the sampled population were retrieved and used for analysis. Self-designed questionnaires with a reliability coefficient of r= 0.896 was used for data collection. Two research questions and one hypothesis were used to guide the study. Results of the findings show a high level of teachers’ job engagement, X = 3.56. The leadership style most utilised was digital leadership frequency 97 (principals’ perspectives) and Laissez-faire frequency 227 (teachers’ perspectives). The hypothesis raised shows a significant relationship between principals’ leadership styles and public senior secondary school teachers’ job engagement r= 0.934. The study concluded that leadership styles utilised by school principals influenced teachers’ job engagement. Hence, principals in public senior secondary schools in Ibadan should adopt digital leadership which encourages teachers’ job engagement as this style of leading is a blend of others’ leadership styles.

An Investigation into Teachers’ Understanding of Student Discipline in Public Secondary Schools in Oyo State

The study investigated teachers’ understanding of student discipline in public secondary schools in Oyo State, Nigeria. It examined the public secondary school teachers’ knowledge of student discipline in the 21st century. It further determined the appropriateness of strategies adopted by teachers in enforcing discipline in schools and as well examined the challenges facing the enforcement of discipline in public secondary schools. The study adopted a survey design. The population of the study comprised all the public secondary school teachers in the Oyo central senatorial district of the state. The sample size comprised 200 senior secondary school teachers selected across public schools in the Oyo East Local Government Area of the state using a simple random sampling technique. A questionnaire titled Discipline Knowledge and Strategies Assessment Questionnaire (DKSAQ) was used to collect data for the study. Percentage, mean, standard deviation, and ranking were used to analyse the data. The results showed that public secondary school teachers had incomplete knowledge about student discipline in the 21st century. The results showed that secondary school teachers adopted both appropriate and non-appropriate discipline strategies. Students’ unfriendly home environments, parents’ inability to provide basic needs, and fear of reprisal from students or their gangs were some of the identified factors militating against the enforcement of discipline in schools. The study, therefore, concludes that public secondary school teachers’ knowledge of school discipline in the 21st century is inadequate and recommends that modalities through which teachers can have access to new knowledge and skills be put in place by their employers.

CONFLICT MANAGEMENT AND TEACHERS' JOB PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN KOGI STATE, NIGERIA

This study investigated conflict management and teachers job performance in selected senior secondary schools in Kogi State. The objectives of the study included identifying the sources of conflict between principals and teachers in senior secondary schools in Kogi State, investigating the impact of conflict management on teachers' efficiency in senior secondary schools in Kogi State, examining conflict management challenges facing teachers' effectiveness and motivation in senior secondary schools in Kogi State and to bring to light conflict management strategies that will boost teachers' performance in senior secondary schools in Kogi State. Utilizing frustration-aggression theory, the study adopted descriptive survey research design with the population of the study comprising of 3,300 teachers and Principals from 283 senior secondary schools in Kogi State. A sample of 341 was drawn using Krjcie & Morgan table. Simple random sampling cum purposive sampling techniques were used to select 341 teachers and principals for the study. The hypotheses of the study were tested using t-test analysis of mean score and standard deviation. In this study, questionnaire served as a major tool for collection of data for the study. The instrument was validated by three experts One from Measurement and evaluation and two from educational administration and planning. A reliability co-coefficient of 0.82 was obtained. Mean and standard deviation were used to answer the research questions while t-test statistics was employed in testing the stated hypotheses for the study. The findings of this study indicated unfavourable condition of service, late payment of entitlements, managerial inefficiency, misunderstanding, organizations role ambiguity, conflict of interests over schools' resources etc as sources of conflict in the schools, it also revealed boosting teachers' morales, enhances teachers' job performances, boosting teachers confidence and integrity etc as effects of effective conflict management, common challenges disrupting conflict management included communication barriers, inadequate interactions between staff etc in the study area. The study finally unveiled factors such as effective Welfare Scheme for teachers, dialogue, regular payment of salary and arrears to teachers, management open door policy and mounting of suggestion boxes around the school premises etc as effective conflict managemnt strategies. The study therefore recommended that government secondary schools in Kogi State should create and maintain a level playing field for its staff and should apply effective conflict management strategies to boost organizational performance and teachers' job performance and also dialogue as an effective conflict management strategy should be adopted for the resolution of conflicts in Senior Secondary schools in Kogi State etc.
 Keywords: Conflict Management, Conflict, Job Performance, Teachers, Secondary Schools, Formal Education.

Transformational leadership and teacher work performance: Mediating effect of job autonomy and trust in school principal – insights from senior secondary school data in India

Deriving from the social exchange theory, this study proposes a parallel mediation model where job autonomy and trust in school principal were underlying mechanisms through which transformational leadership affects teacher work performance. I propose that the leader provides job autonomy and builds trust among the teachers, that in turn influences teacher work performance. I tested the hypothesized model by using cross-sectional data ( N = 755) based on four themes – transformational leadership, trust, job autonomy and work performance. The data was collected through an online survey from senior secondary school teachers in New Delhi, India. After establishing the reliability and validity of measures, the parallel mediation model was tested using AMOS 4.0. The result of regression analyses using the Bootstrap confidence interval method indicates significant results showing that trust in school principal and teacher job autonomy mediate the relationship between transformational leadership and teacher work performance. Limitations, implications and future research directions are discussed at the end.

IMPACT OF JALABI ON THE TEACHING OF ISLAMIC STUDIES IN SENIOR SECONDARY SCHOOLS IN ILORIN METROPOLIS

AbstractThe issue of Jalabi among teachers of Islamic studies in Ilorin metropolis is a socio-religious practice that needs to be properly scrutinized and checked due to the technicalities involved in the teaching-learning process, cultivation of good morals, discipline and character building which are the ultimate aims of the Islamic studies as enshrined in the National Policy on Education. The study examines the impact of Jalabi on the teaching of Islamic studies in senior secondary schools in Ilorin metropolis. A simple random sampling technique was used to sample 30 senior secondary schools across the three senatorial districts of the state and 260 teachers of Islamic studies as sampled in Kwara state. The researcher-designed questionnaire tagged “Impact of Jalabi on Teaching Islamic Studies Questionnaire (IJTISQ)” was used as an instrument for the study Descriptive statistics in the form of tables and percentages were used to describe the demographic data of the respondents and analyze the results obtained from the questionnaire administered. The results showed that a majority of respondents agreed that teachers who engage in Jalabi neglect regular teaching and that it hinders teachers' effectiveness. Additionally, most respondents disagreed that Jalabi practices lead to impressive teaching of Islamic studies. The survey also found that Jalabi practices prevent Islamic studies teachers from marking students' assignments, tests, and other tasks. However, only a small percentage of respondents agreed that teachers who practice Jalabi fail students arbitrarily. This implies that the practice of jalabi among senior secondary school teachers negatively affects the teaching of Islamic studies in Ilorin. It was concluded that the commercialization of Jalabi practices among senior secondary school teachers of Islamic studies hinders effective and efficient teaching of the subject in Ilorin metropolis, Kwara state, Nigeria. Keywords: Jalabi Doctrine, Islamic Studies Teachers, Islamic Cultural Identity

Impact of Leadership on Teachers’ Efficacy of Senior Secondary School Teachers

Impact of Leadership on Teachers’ Efficacy of Senior Secondary School Teachers

Assessment of Guidance and Counselling Services in Public Senior Secondary Schools in Gashua Educational Zone in Yobe State, Nigeria

This research was on assessement of guidance and counselling services in public senior secondary schools in Gashua Education Zone. The researchers employ the use of survey research design for the study. The target population of the study was 378 teachers with a sample of 186 respondents in six selected public senior secondary schools (three schools drawn from rural and three from urban area) using stratified and simple random sampling technique. Two hypotheses are tested. A self-designed questionnaire named “Assessment of Guidance and Counselling Services Questionnaire (AGCSQ)” with a reliability chronbach’s coefficient of .72 was use for data collection. Data collected for the research was analysed using t-test for independent sample to the test the research hypotheses. The study shows that a significant difference was found between the view of male and female teachers in respect to offering of guidance services (counselling, orientation, information, referral, and follow-up services). With regard to offering of appraisal and placement services it shows that there was no significant difference in the view of male and female teachers in public senior secondary schools in Gashua Education Zone. Furthermore, the findings indicated a significant difference in school location with regard to offering of guidance services (counselling, orientation, information, appraisal, and placement services) and with regard to offering of referral and follow-up services it indicated that no significant difference in school location in public senior secondary schools in Gashua Education Zone was found. From the findings, it is recommended that there is a need for public senior secondary schools to offer counselling service, appraisal service, placement service, referral service and follow-up service to assist students in making a wise decision. This decision include; educational plan, career choice of interest and personal social adjustment. Similarly,orientation service should be improved to assist students on how to participate in sport exercise like football. It is also recommended that information service should be improved to assist students toward educational development and career choices of interest in all public senior secondary schools in Gashua Education Zone be it in rural or urban schools.

Mental Health and Job Satisfaction Non Grant Secondary School Teachers

The present study is an attempt to find out the difference in teaching attitude of non-grant teachers in relation to job satisfaction. A descriptive survey method was used. A sample of 150 (150 male + 150 female) non-grant Secondary school Teacher was randomly selected. Teacher's Job Satisfaction Scale by Mudgil, Muhar and Bhatia and Mental Health Battery by Singh and Gupta (1983) were used to assess the teaching attitude and job satisfaction of teachers. Mean, Standard Deviation and 't' test was used to analyze the data. The findings of the study revealed: Mean, Standard Deviation and 't' test was used to analysis the data. The findings of the study revealed: (i) Female teachers were found to possess more favorable attitude towards teaching than male teachers; (ii) Highly job satisfied secondary school teacher found to have better teaching attitude towards their profession than low job satisfied senior secondary school teachers; and (iii) a significant positive relationship between teaching attitude and job satisfaction of secondary school teachers was found. Therefore, to identify the attitude of teachers towards teaching profession in relation to their job satisfaction is the need of hour. Hence, the investigator attempts to study the attitude of teachers towards teaching of senior secondary school teachers of Pune District in relation to their mental health and job satisfaction.

Influence of high-stakes tests on teaching styles of science teachers in senior secondary schools in Nigeria

The problem of teaching styles of teachers in the science arm of secondary schools in Nigeria has been a subject of concern and discuss. Many studies have been carried out to investigate factors that affect teaching styles but very few have considered the role of high-stakes tests. This study, therefore, investigated the influence of high-stakes tests on the teaching styles of science teachers in senior secondary schools in Nigeria. Two research questions were raised and answered, and three hypotheses were formulated and tested to guide the study at a .05 level of significance. The study used a descriptive research design. A sample of 6349 students and teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled: High-stakes and Teaching Styles Questionnaire (HSTSQ). The instrument was subjected to face and content validity; Cronbach Alpha reliability analysis yielded a 0.84 coefficient. The data collected were analyzed using descriptive statistics, multiple regression and independent t-test statistics. The results using multiple regression revealed that significant influence exists for the independent variable (high-stakes tests, r = 0.408, p < 0.05). The mean difference in the opinions of the respondents regarding high-stakes tests was higher for teachers (X̅ = 53.63, SD = 6.77) than students (X̅ = 52.8904, SD = 7.55), t(6347) = -2.704, p > 0.05, F = 1.322, p = .250), and there was a significant difference. In conclusion, high-stakes test factors have a significant influence on the teaching styles of teachers. Therefore, it is recommended among others, that teachers and educators should pay attention to the effects of high-stakes testing in their schools.

Occupational Stress and Burnout among Secondary School Teachers in Sokoto Metropolis – Nigeria: How Does Coping Strategies Matter?

This study investigated occupational stress and burnout among senior secondary school teachers in Sokoto metropolis and their coping strategies. The population of the study consisted of all public senior secondary school Teachers in Sokoto metropolis, totaling (1, 216). One hundred and ninety-six (196) respondents were selected based on Krejcie and Morgan table of determining sampling size from eight (8) secondary schools. Descriptive design was used for the study. Three adopted instruments titled; Teacher Stress Scale by Liman (2016) to measure teachers’ stress, Maslach Burnout Inventory-Educator Survey (MBI-ES) by Maslach, Jackson and Schwab (1986) to measure teachers’ burnout, the Cope Inventory by Carver, Sheier and Weintraub (1989) to measure teachers’ coping strategies, were used to collect data for this research. Three hypotheses were tested and t-test was used for data analysis. The findings of the study shows that there is significance difference in occupational stress of male and female senior secondary school teachers in Sokoto metropolis but, there is no significant difference in burnout and coping strategies of male and female senior secondary school teachers in Sokoto metropolis. Conclusively, the findings of this research study shows that male teachers experience more stress than female teachers. The stress experienced by secondary school teachers can lead to reduced productivity and burnout. Nonetheless, stress coping strategies should be inaugurated to assist teachers reduced their stress. Some recommendations made include there is need to help teachers resolve occupational stress. This can be achieved through seminars, workshops, and sensitization programs.