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vol.33 número1People's Education (for People's Power)Including the gifted learner: perceptions of South African teachers and principals índice de autoresíndice de assuntospesquisa de artigos
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South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

OKEKE, C I O  e  DLAMINI, Ceasar C. An empirical study of stressors that impinge on teachers in secondary schools in Swaziland. S. Afr. j. educ. [online]. 2013, vol.33, n.1, pp.1-12. ISSN 2076-3433.

This study employed the descriptive-correlation research design to determine whether secondary school teachers experience work-related stress. Participants included 239 teachers selected from schools in the Hhohho region of Swaziland. A questionnaire was used as the instrument to determine the level ofwork-related stress experienced by these teachers. Findings showed that teachers were moderately stressed by their work. Contractual problems and the nature of their work were two aspects that were reported to be the main stressors for the sample, while the work environment and work relationships were only mildly stressful. There was a weak relationship between the level of work-related stress and the demographic variables of gender, marital status, and qualifications. Age had a moderate significant relationship with the level of work-related stress for the sample. The study recommends that stress management programmes for teachers are imperative to deal with the consequences of stress.

Palavras-chave : descriptive study; job performance; strain; stress; stress management; stressors; teacher stress; teacher welfare policy; work environment; work relationship.

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