Work Stress Of Teachers Research Articles

Evaluation of the Effect of Thermal Comfort in PMV-Method Classrooms on Teacher Work Stress Levels in the Dry Tropics (Study at Beru Elementary School, Sikka Regency)

This study aims to evaluate the effect of classroom thermal comfort on the level of teacher work stress in a dry tropical region (Study at SDI Beru, Sikka Regency), using the PMV (Predicted Mean Vote) method. Thermal comfort, which includes temperature, humidity, and air flow, is very important to create a conducive learning environment. Temperature and humidity measurement data were collected using temperature and humidity measuring devices model GSP-6 and RC-4HC for a certain period. In addition to using PMV, this study also used Regression and Correlation data analysis using SPSS. The sample used was a saturated sample. The results obtained in this study indicate that based on the PMV calculation, it was obtained that the temperature and humidity in the classroom varied and often exceeded the ideal comfort range. This condition can increase the level of teacher work stress and reduce productivity, this is in line with the results obtained from the SPSS program obtained validity and reliability testing using SPSS software there are 50 valid and reliable statements, the results of the analysis show that there is a significant linear relationship between work stress and thermal comfort (F Linearity = 30.454; Sig Linearity = .000). Based on these calculations, it can be seen that the regression coefficient value of the thermal comfort variable (X1) is 0.498 with a positive sign at sig 0.000 which is smaller than 0.05, namely 0.000 0.05. The regression coefficient value of the thermal comfort variable (X1) of 0.498 indicates that there is a positive relationship between thermal comfort and teacher work stress. This means that every one unit increase in thermal comfort will be associated with a 0.498 unit increase in the measured variable (teacher work stress). The significance value (p-value) of 0.000 is smaller than 0.05 (0.000 0.05). This shows that the results are statistically significant. In other words, there is strong evidence to state that thermal comfort has an effect on teacher work stress. So it can be interpreted that thermal comfort has a positive effect on teacher work stress.

Bibliometric visualization analysis of teachers' work stress

Teacher work stress has been a matter of great concern for scholars. To better comprehend the current state of research on teacher work stress, it is essential to present an overview of the literature on this topic. Through bibliometric analysis, 212 pieces of literature on teacher work stress retrieved from the Scopus database were scientifically analysed. Statistical analyses of the selected literature indicate that research on teacher work stress has exhibited a gradually increasing trend in recent years. The previous research focuses on job satisfaction, teacher self-efficacy, and job burnout. In addition, job burnout, turnover intention, resilience, university teachers, gender, and job performance are the current cutting-edge themes. Bibliometric analyses of the literature on teacher work stress can provide insight into the current state of related research and reveal hotspots and trends. This study could serve as a valuable reference for future researchers, helping them to gain a better understanding of the field's development direction and to devise effective strategies for managing work stress.Examining bibliometric data on teacher work stress can offer valuable insights into the present status of relevant research and identify key areas of focus and emerging patterns. This study could be a helpful resource for future researchers, both in their comprehension of the field's development trajectory and in the creation of effective ways for handling work stress.

PENGARUH BEBANAN KERJA DAN KARENAH PELAJAR DALAM MENYEBABKAN TEKANAN KERJA GURU [INFLUENCE OF WORK LOAD AND STUDENT’S DISCIPLINE IN CAUSING STRESS AMONG TEACHERS

The rapid development in the field of technology that is global in nature has a great impact on the world of education and also the performance of an educator so as to cause stress. Thus, this study aims to identify the factors that cause work stress among national school teachers in the district of Central Melaka. A total of 300 teachers were sampled for the study using a systematic random sampling method. This descriptive survey study uses quantitative methods to analyze the study data. The research instruments were adapted from previous questionnaires such as (TJSQ), (TSI) and (DASS-42). The findings of the study found that the level of work stress of teachers in Central Melaka District is at a moderate level with a mean value of 3.31. Furthermore, the findings show that the two factors, namely workload (r = .669) and students discipline (r = .745) have a significant relationship in influencing the work stress of teachers. In conclusion, the researcher recommended that the authorities such as KPM, JPN, PPD and school administrators regularly plan emotional management workshops, create conducive working environments and strengthen the teaching profession in order to deal with work stress issues in a more effective way.

Resilience and Work Stress in Teachers

This study aims to determine whether there is a relationship between resilience and work stress in teachers at SMA Negeri 2 Lumajang. The research design used in this study is descriptive correlational. The respondents of this study were 55 teachers who taught at SMA Negeri 2 Lumajang. The sampling technique is purposive sampling. The research instrument used is the resilience scale and work stress scale. The resilience scale consists of 39 items with reliability of 0.957, and the work stress scale consists of 57 items with reliability of 0.977. Research data were analyzed using descriptive techniques and Pearson product-moment correlation analysis. The results showed a negative and significant relationship between resilience and work stress for teachers at SMA Negeri 2 Lumajang (rxy equal to -0.654; p equal to 0.000 less than 0.05). This result can be interpreted that if the resilience is high, the work stress is low, and vice versa; if the resilience is low, the work stress is high.

The Effect of Work Climate on Teacher Performance Toward Organizational Commitment, Work Motivation, and Work Stress of Vocational School Teachers in East Barito District

The purpose of this study is to describe and analyze the direct and indirect effects on work climate variables, teacher performance, organizational commitment, work motivation and stress the work of SMK teachers in East Barito Regency. The research method uses a quantitative descriptive approach with a research sample of 124 teachers spread across Vocational High Schools throughout East Barito Regency. Techniques Data collection is done by observation and questionnaires. Techniques Data analysis was carried out with simple and multiple regression statistical analysis to describe the influence between research variables. The results of the study show that: (1) There is a significant effect of work climate on organizational commitment (2) There is a significant influence of work climate on work motivation (3) There is a significant influence of organizational commitment on work motivation (4) There is a significant influence of work climate on work stress ( 5) There is a significant effect of organizational commitment on work stress (6) There is a significant effect of work climate on teacher performance (7) There is a significant effect of organizational commitment on teacher performance (8) There is a significant effect of work motivation on teacher performance (9) There is a significant effect of stress work climate on teacher performance (10) There is an indirect effect of work climate on teacher performance through teacher organizational commitment (11) There is an indirect effect of work climate on work motivation through teacher organizational commitment (12) There is no indirect effect of work climate on work stress through organizational commitment (13) T There is an indirect effect of work climate on performance through teacher work motivation (14) There is an indirect effect of work climate on performance through teacher work stress (15) There is an indirect effect of organizational commitment on performance through teacher work motivation (16) There is an indirect effect of commitment organization on performance through teacher work stress.

PENGARUH BEBAN KERJA DAN KONFLIK PERAN GANDA TERHADAP TINGKAT STRES KERJA GURU SD SEKECAMATAN TANJUNG MEDAN KABUPATEN ROKAN HILIR

This study aims to determine the effect of variables (1) workload on teacher work stress levels, (2) dual role conflict on teacher work stress levels, (3) workload and dual role conflict together on teacher work stress levels. The research respondents were principals of public elementary schools in Tanjung Medan District, Rokan Hilir Regency, totaling 148 people with a sample of 108. The data was collected through the distribution of questionnaires as research instruments. The data analysis used is descriptive analysis and inferential statistical analysis. The instrument reliability coefficient was calculated using the Cronbach alpha formula. The results showed that there was a positive and significant effect of workload on the teacher's work stress level of 0.517, there was a positive and significant influence of dual role conflict on the teacher's work stress level of 0.458. Meanwhile, together there is an effect of workload and dual role conflict on the teacher's work stress level of 0.543

Peran Kepala Sekolah Dalam Mengatasi Stres Kerja Guru Di Masa Pandemi Pada SMPIT Ashabul Kahfi Tabalong

This study aims to describe the role of the principal in dealing with teacher work stress during the pandemic at SMPIT Ashabul Kahfi Tabalong. The subjects of this study were the principal, teachers, education staff of SMPIT Ashabul Kahfi Tabalong. Data were collected through interviews, observations and documentaries. The data processing technique uses data reduction, data display, and data verification and data analysis using qualitative descriptive. The results of this study indicate that the role of the principal in dealing with teacher work stress during the pandemic at SMPIT Ashabul Kahfi Tabalong, namely: 1) The role of the principal as an educator is to improve the quality of learning and provide guidance to teachers to implement a good teaching culture. In addition, it also instills, advances and improves four kinds of values, namely mental development, moral development, physical development, and artistic development. 2) The role of the principal as a manager is to empower teachers through collaboration, provide opportunities for teachers to improve their profession and also involve teachers in various activities that can support school programs. 3) The role of the principal as an administrator is to try to divide tasks as clearly as possible to teachers and school employees as well as assist in carrying out their duties as well as provide solutions if there are obstacles in the process. 4) The role of the principal as a supervisor is very serious in carrying out supervision to improve the quality of education, especially during this pandemic. 5) The role of the principal as a leader is to influence, mobilize, and empower existing resources in an effective and participatory manner in achieving school goals. The principal tries to be a good role model for his subordinates. 6) The role of the principal as a motivator is to always provide motivation and direction in the form of: religious activities, mental and counseling approaches, achievements, awards and coordination.

The source of teacher work stress: a factor analysis approach

This research is motivated by work stress among teachers with various negative impacts on physical, mental, and performance health. The purpose of the study was to determine the level of teacher work stress and its sources in South Sulawesi. The method used is a survey method and a factor analysis approach. The research subjects were teachers in South Sulawesi. The data collection technique used a questionnaire. Then it was analyzed quantitatively descriptively. Quantitative data analysis is the validity and reliability which is declared statistically valid. The results showed that teacher work stress in South Sulawesi was moderate, with a data trend of 41.9%. The category of work stress is based on six sources of work stress, namely (1) welfare; (2) teaching; (3) students; (4) relationships and conflicts; (5) organizational climate; and (6) the time dimension with the dominant or general source of teacher work stress comes from welfare factors and teaching factors, while other teacher work stress factors are student factors and organizational climate. The factor analysis approach shows that the six indicators are combined in only one factor in the work stress source variable.

The differences of work stress on teachers based on demographic factors

Work stress is an emotional state that arises because of a mismatch between the workload and the individual's ability to cope with the work stress he or she faces. The stress experienced by teachers in carrying out their duties at school cannot be separated from the demands of professional duties as professional teachers, the work done must be maximal. This can be seen from the phenomenon found in the field against equivalent high school teachers in Kerinci Regency, based on an analysis of existing documents in 2019-2020, namely, there are still teachers who are late for attendance even though they have used electronic absences, and are late for teaching in class. There are also teachers who only give assignments to students in class, but the teacher remains in the office. Some teaching teachers do not use creative learning media to attract students' interest, but teach with lecture methods that seem monotonous, boring and not conducive. This study uses a quantitative approach with descriptive and comparative methods with a sample of 212 teachers selected usingthe Two Stage Cluster Random Sampling technique and data collection tools using a questionnaire with a Likert scale model about work stress on teachers. The results of the study revealed that teacher work stress was in the moderate category, and there is a significant difference in work stress by gender with a significance of 0.002, a significance of age 0.049, a significance of length of work 0.00, and a significance of employment status 0.038 with a negligible < 0.05. This research has implications as input for Counselors who operationally consult with school principals and jointly discuss services/activities that can help teachers to minimize stress levels experienced by teachers.

The headmaster’s management strategy to handle the teachers’ work stress at faza islamic primary school palembang

<p>The aim of this research is to determine the principal's management strategy in dealing with teacher work stress. The research method using <a href="https://www.formpl.us/blog/quantitative-qualitative-research">qualitative method</a> with a descriptive approach. This research uses observation, in-depth interviews, and documentation to gather the data. Research subjects are the principal and teachers of Faza Islamic Elementary School Palembang. The results of research showed that the principal can implement three strategies in dealing with teacher work stress, so it does not interfere with teacher performance, the comfort of students, and does not hinder the school to achieve its goals. The strategies applied by the principal are 1) recognizing the symptom of teacher work stress, 2) identifying the emergence of work stress, 3) solve the problem as a result of work stress, then the principal deal with teacher work stress. This problem solving consist of three approaches, 1) through a personal approach, 2) a religious approach, 3) an official approach.</p>

ESTRÉS LABORAL EN DOCENTES DE EDUCACIÓN BÁSICA POR EL CAMBIO DE MODALIDAD DE ESTUDIO PRESENCIAL A VIRTUAL

La emergencia sanitaria planetaria, causada por la pandemia del Covid-19, ha llevado a todos los gobiernos a cuestionarse si realmente están preparados para una perentoriedad de tal magnitud. Una de las tantas áreas afectadas es la educación. Específicamente en Ecuador, el cambio de modalidad de clases resultó un apremiante reto para todos los actores directos e indirectos, especialmente alumnos y docentes. El nuevo desempeño laboral, caracterizado por el cambio de modalidad de clases lleva a determinar el desgaste tanto físico como mental de los docentes. Por ello, es necesario responder las siguientes cuestiones: ¿Existe consecuencias en la salud mental de los trabajadores? ¿Cómo evitar fuertes impactos emocionales? ¿El cambio de modalidad de clases aumenta la probabilidad de sufrir estrés laboral en los docentes? Para responder estas cuestiones se llevó a cabo un estudio de carácter cuantitativo con perspectiva correlacional. La investigación tomó una muestra de 20 docentes de educación general básica de cuatro entidades educativas de la parroquia Abdón Calderón del cantón Portoviejo. Se aplicaron dos baterías de test: El cuestionario de problemas psicosomáticos de Hock y la escala de satisfacción laboral de Warr. Se evidenció que el 90% de la muestra seleccionada padece de estrés laboral en diferentes niveles. Además, se consideraron variables de evaluación como edad, sexo, estado civil y número de hijos, comprobándose que las mismas coadyuvan para la presencia del estrés en los docentes de educación general básica. Palabras clave: estrés, docentes, educación, pandemia, Covid-19.

Value stream mapping in education: addressing work stress

PurposeTeachers of primary education experience high levels of stress but lack rational coping strategies to reduce their work stress. The paper develops a value stream mapping for education approach and examines its use as a rational coping strategy for teams of teachers and other employees to overcome work-related stressors.Design/methodology/approachThe research process consists of two phases. First, a value stream mapping approach for education is developed, based on literature research. Next, the approach is validated in an action research study to reduce work stress of teachers in educational services. The processes that have been selected by the teachers relate to coping with increased variety, long and uncertain throughput times and unclear specifications.FindingsValue stream mapping for education (VSM4EDU) is a well-structured improvement method based on principles of visualization, participation and process thinking, which helps teachers without background in lean thinking to analyse their processes. Using this method has enabled the team to develop rational coping strategies to reduce their work-related stress.Research limitations/implicationsVSM4EDU has been validated using action research at a single school, which implicates deep insight, but further testing at other schools is welcome. Moreover, VSM4EDU has not been used to develop a future state map.Practical implicationsValue stream mapping is useful in educational settings as long as the educational context is respected in the approach.Social implicationsVSM4EDU empowers teachers and helps to develop co-operation in teams.Originality/valueThe validation of value stream mapping for education is well-documented and original.

Gestão diretiva e estresse laboral do profissional docente: um olhar a partir da pandemia COVID-19

O artigo tem como objetivo descrever a gestão diretiva com o estresse laboral dos professores desde a pandemia Covid-19 na Escola San Ignacio de Viña del Mar, Região de Valparaíso, Chile. Para tanto, utilizou-se uma abordagem quantitativa, descritiva e exploratória. Os participantes foram atendidos por 87 educadores da referida instituição, submetidos a exame de censura em função da intensificação da investigação. Os resultados indicam que os professores estabelecem relações de colaboração com seus colegas de trabalho por meio da conectividade e ainda há necessidade de considerar competências e habilidades na realização da práxis educacional. Os achados constataram que o diretor da escola não articula os recursos necessários ao bom funcionamento do corpo docente. A situação de pandemia não tem impacto significativo sobre os resultados do estresse no trabalho percebido. Isso pode ser explicado pelo esforço que implica para o educador realizar seu trabalho pedagógico.

La relajación y estrés laboral en el personal docente: una revisión sistemática

Introducción: El estrés laboral, a pesar de ser una respuesta fisiológica normal a ciertas situaciones, puede llegar a ser patológico si las reacciones son inadecuadas, afectando de manera física, emocional, social o psíquica al individuo que lo experimenta. Objetivo: Realizar una descripción y análisis de las definiciones conceptuales y causas del estrés laboral y de la relajación desde diferentes perspectivas para determinar la incidencia de la relajación en el estrés laboral docente. Material y métodos: La metodología empleada estuvo basada una búsqueda bibliográfica en torno al término relajación y estrés laboral en el marco de la docencia educativa a través de la estrategia de búsqueda en las principales bases de datos de revistas de alto impacto: Medline (a través de Pubmed), Web of Science, Scielo, Latindex y Scopus. Se seleccionaron artículos publicados considerando los más actualizados y pertinentes. Resultados: Los artículos encontrados ponen en evidencia la importancia de la relajación, en la prevención, tratamiento y control del estrés laboral. Conclusión: En este estudio se llega a la conclusión que es necesario establecer las etapas que se deben llevar a cabo para la elaboración y aplicación de una estrategia de relajación para contrarrestar el estrés laboral en el personal docente, considerando que se requieren más estudios descriptivos sobre el tema abordado especialmente en Ecuador.

Kindergarten teachers' work stress and work-related well-being: A moderated mediation model

In this study, 615 kindergarten teacher participants completed a survey comprising teacher work stress, psychological capital, social support, and work-related well-being questionnaires. Results showed that participants' occupational stress not only directly affected their work-related well-being, but their work-related well-being was also affected through the mediating role of psychological capital. The level of participants' social support also moderated the relationship between their psychological capital and work-related well-being. Results have practical implications for kindergarten teachers in mainland China such that they can be enlightened on how to avoid a stressful work environment, embrace work-related physical and mental well-being, and maintain their psychological capital.

Factores psico-socio-ambientales asociados al estrés laboral en profesores chilenos del ámbito rural y urbano

<p>El objetivo de este estudio fue indagar acerca de las percepciones que tienen los profesores de colegios urbanos y rurales sobre los factores psico-socio-ambientales desencadenantes del estrés laboral docente. Considerando un enfoque cualitativo fenomenológico, con alcance exploratorio, se utiliza un diseño de estudio de casos con docentes de la localidad de Collipulli, sur de Chile, con técnica de Grupo de Discusión para recabar datos, y análisis de contenido de los mismos, del que se desprende que los profesores tienden a percibir que factores ambientales tales como liderazgos deficientes, roles docentes desconfigurados, agobio laboral, sumado a aulas sobrepobladas, alumnos desmotivados, y desvinculación de los padres de su rol educativo, serían las principales amenazas para su salud mental. Se discute sobre los recursos psicológicos, estilos de afrontamiento y percepción del contexto que presentan los profesores del estudio.</p>

Efecto modulador del liderazgo transformacional en el estrés laboral y la efectividad escolar percibida por trabajadores de educación básica de Ciudad Guzmán, Jalisco

El estrés laboral docente, y su impacto en la efectividad escolar es un tema relevante y de importancia, tanto científico como social. Estudiar el estrés laboral del magisterio es una necesidad en el contexto educativo pues permite trazar medidas preventivas y de afrontamiento. El contexto de la posmodernidad y de un mundo tecno-globalizado, repercute en este nivel educativo tanto en su misión como en su función social, los trabajadores de educación básica no solo tienen por encargo la formación del niño o adolescente, sino también cubrir los espacios de aprendizaje que la familia no puede suplir unido a las demandas de eficacia y a la influencia de las condiciones de trabajo en la cultura organizacional escolar.
 El propósito del presente estudio fue determinar un modelo explicativo que corrobore el efecto moderador del liderazgo transformacional sobre el efecto negativo del estrés laboral sobre la efectividad escolar en los docentes de escuelas de educación básica de Ciudad Guzmán, Jalisco. Se asumió un diseño de investigación de tipo no experimental transversal y con alcance explicativo. Se declara de esta forma, pues se observa el estilo de liderazgo, el estrés laboral y la efectividad escolar, tal como se presentan en el contexto de la educación básica por lo que no se construye ninguna situación, sino que se observan situaciones ya existentes. La metodología es cuantitativa, se utiliza un modelo de moderación a través de la interface process en el programa SPSS.25.
 Se evidencia en el presente estudio, que existe, relación –negativa- entre el estilo de liderazgo transformacional y el estrés laboral docente percibido. En el mismo tenor, se muestra como hallazgo la relación negativa entre el estrés laboral y la efectividad escolar percibida. Se demuestra que, a mayor estrés, menor será la percepción de efectividad escolar, por tanto, el resultado avala la necesidad de intervención para reducir el estrés laboral y potenciar la efectividad de las escuelas estudiadas. El liderazgo transformacional constituye un modulador del estrés laboral y la eficacia escolar por lo que se demuestra que directores capaces de influir como modelos en sus trabajadores, con adecuado uso del carisma y tolerancia psicológica, así como con una actitud personalizada y más humana hacia sus trabajadores garantizarán escuelas que resulten menos afectadas por estrés laboral, más efectivas en su misión social, organizacional y, por tanto, más saludables.

Hubungan Antara Komunikasi Interpersonal dan Iklim Organisasi dengan Stres Kerja Guru di Yayasan Pendidikan Singosari Deli Tua

This study aims to determine the relationship of interpersonal communication and organizational climate with the work stress of teachers at Singosari Delitua Education Foundation, the formulation of the proposed problem is whether there is interpersonal communication relationship with work stress, whether there is an organizational climate relationship with work stress and whether there is interpersonal communication organizational climate with work stress. The sample in this study amounted to 90 teachers. The sampling technique used is total sampling technique. Data collection model uses scale, that is interpersonal communication scale, organizational climate scale and work stress scale. Data analysis method used is multiple regression analysis. The results showed that 1). There is a significant relationship between interpersonal communication with work stress seen from linearity coefficient value (Rx1.y) = 0.592 with p = 0.000 0.050, it means there is interpersonal communication relation with job stress. Then 2). There is a significant correlation with organizational stress with work stress seen from linearity coefficient value (Rx2.y) = 0.643 with p = 0.000 0.050, it means there is organizational climate relationship with work stress. 3). There is significant correlation between interpersonal communication and organizational climate with work stress seen from linearity coefficient value (Rx1.x2.y) = 0.728 with p = 0.000 0.050, it means there is interpersonal communication relation and organizational climate with work stress.

Afrontamiento al estrés y su relación con el tipo de jornada laboral en docentes de educación primaria

This research seeks to establish the relation between coping strategies to teacher work stress and the type of workday. To do so, a correlational, cross-sectional and non-experimental study was carried out through the application of a survey to 61 Primary Education teachers belonging to the Sch. Zone No. 40 of Canatlan and the Sch. Zone. No 33 of Santiago Papasquiaro, both located in the state of Durango, Mexico. Its main result allows affirming the non-relationship between both variables. Thus, it is considered that working in a school with more or less working hours does not determine the frequency of use, nor the type of coping strategies used by teachers in order to face stress. However, it is necessary to continue investigating contextual variables in order to determine their role in coping with stress.

The development of an instrument to measure English Language Learner (ELL) teacher work stress

The purpose of the current study was to develop a measure of English Language Learner (ELL) teacher stress that highlights multiple aspects of teachers' work settings that impact their work stress. Ninety-eight ELL teachers from 29 U.S. states completed an online questionnaire, including the current measure in development, a demographic survey, the Teacher Stress Inventory, and the Maslach Burnout Inventory. The development of the final 40-item ELL Teacher Stress Measure (ETSM) is described. The new ELL Teacher Stress Measure addresses a significant gap in the field and provides a tool that is useful in a variety of school settings.