Table Of ContentVol. 3(6), pp. 143-157, July 2015
International Journal of
DOI: 10.14662/IJARER2015.038
Copy © right 2015 Academic Research in
Author(s) retain the copyright of this article
Education and Review
ISSN: 2360-7866
http://www.academicresearchjournals.org/IJARER/Index.htm
Full Length Research
Occupational Stress among Secondary School
Teachers and their Coping Strategies: The Case of
Central Zone of Tigray Region
Hagos Atsbeha Gebrekirstos
College of Social Sciences and Languages, Aksum University, Ethiopia. Email: [email protected]
Accepted 22 July 2015
This study employed a cross-sectional survey method which intended at inspecting the current level of
occupational stress, possible contributing factors and the mostly used coping strategies by central zone
secondary school teachers of Tigray region. The study area consists of 1139 secondary school teachers
and out of them 321 participants were taken for this study. Again, to select the sample schools, cluster
random sampling and then lottery method of simple random sampling techniques were used. All BA holder
teachers of the selected sample schools (except the principals and vice principals) were included in the
sample size. To collect data for the study, occupational stress inventory, coping-questionnaire and
stressor-questionnaire were used. To analyze the collected data, both descriptive and inferential statistics
were applied. Accordingly, the result of the occupational stress inventory indicated that, all the secondary
school teachers experienced high level of occupational stress. The dominant stressors were interpersonal
related sources, administrative related sources and students‟-parents related sources respectively.
Besides, the mostly used coping strategy by more than half of the teachers was turning to religion. What is
more, the result of this study also indicated that gender, work place and family size have no effect in
experiencing occupational stress among the teachers. On the contrary, age and work experience have
significant mean difference. Based on the findings of this study, the following recommendation was made.
The educational bureaus of the central zone and the region, health professionals and other educational
practitioners, in collaboration with the schools, should take appropriate measures to reduce the current
level of the teachers‟ occupational stress and to make them use the most effective coping strategies.
Key words: occupational stress, stressors, coping strategies, teachers
Cite This Article As: Gebrekirstos HA (2015). Occupational Stress Among Secondary School Teachers
And Their Coping Strategies :The Case Of Central Zone Of Tigray Region. Inter. J. Acad. Res. Educ. Rev.
3(6): 143-157.
INTRODUCTION
Research findings indicate that, nowadays, the issue of that encounter to human beings, 60-90 percent are
psychological well-being of employees comes to be a emanated from stress-related cases, (Holeyannavar,
center of attention globally more than any other times. 2009). This scholar added that occupational stress (OS)
Because, as the findings suggest, out of all the illnesses of teachers which emanates from job related stressors
144 Inter. J. Acad. Res. Educ. Rev.
becomes one of the target areas of mental health that possible sources of stress for the teachers that have an
inspires the interest and concerns of different research impact on their health are negative community attitude,
scholars. Accordingly, the consequences of occupational heavy workload, lack of co-operation from head and
stress on the health of workers, their productivity and colleagues, delayed and non-payment salaries, duties
work motivation have received an ongoing attention since other than teaching, students‟ parents insults and
recent decades. Again, this currently given an ongoing assaults, political interference, students‟ misbehavior,
awareness to realize the impacts of stress on the overall poor working environment, time pressure and so on,
welfare of employees is decisive in order to develop (Gmelch, 1983 cited in Holeyannavar, 2009; & Jack and
effective coping strategies for it, (Arden, 2002, cited in Punch, 2001, cited in Jude 2011).
Jackson, 2004). It is also important to realize that as the theory of
Studies indicate that one of the growing health Yerkes and Dodson‟s (1908, as cited in Perrew´e, &
complications of workers that affect their work motivation, Ganster, 2004) stated, individuals‟ responses to stress
productivity and make them to become absent from their can cause positive or negative consequences on their
work areas is an occupational Stress (OS) that performance. Accordingly, the two extreme levels of
confronted them, (Gianakos, 2001, cited in stress lead individuals to score low performance outcome
Muthukrishnan, Saji Mon and Chaubey, 2011). As the in their profession; whereas the moderate level of stress
studies suggest, if incongruity exists between what the motivates them to achieve their utmost outcomes.
workplace deserves and an individuals‟ ability to carry out Moreover, different studies which were carried out on
those demands, the individuals develop an OS, which the issue of OS in African high school teachers shown
can strain them physically as well as mentally similar results with the issue discussed above. For
(Muthukrishnan, Saji Mon and Chaubey, 2011). instance, a study conducted by Mapfumo and Chitsiko
A recent report of the World Health Organization (in (2012) in Zimbabwe revealed that majority of the
Leunga, S. S., Makb, Y. W., Chuic, Y. Y., Chianga, V. C., participants considered teaching-learning process as a
and Leea, A. C., 2009) also revealed that, globally, the stressful and tedious job. As to the study result of these
psychological stress of workers become increasing scholars, if there are problems in workload of the
through time. The consequence of this growing OS teachers, unsupportive behavior of heads of schools and
adversely impairs not only the health of the employed parents, inapt interpersonal relationships among staff
individuals but also for the society in general by declining members, shortage of teaching aids and textbooks,
the amount and quality of work and productivity when its difficult learners and financial problem etc., all these
level is high. Due to this reason, OS costs employers as make the high school teachers to develop OS.
much as US $200 billion per year globally. Consequently, Furthermore, other African study which was carried out
this issue of OS among the secondary school teachers by Asimeng-Boahene (2012) in Ghana showed that the
has been recognized as a devastating problem in many working condition of the African teachers is inconvenient
countries of the world. For instance, a study conducted in that create an OS on them and diminish their work
Hong Kong in primary and secondary school teachers satisfaction and motivation. Some of the factors that
shown that considerable number of teachers develop make the African work environment unfavorable and
anxiety and depression problems in their work place, make the teachers to become powerless and frustrated in
(Leunga et al., 2009). their work are lack of instructional materials, large sized
In line with this, other previous studies suggested that classes, dearth of administrative support, inadequate
teachers perceive their profession as a major stressful professional training and few opportunities to grow
work situation compared to other professions and out of professionally.
all the teachers, more than 33% of them reported that Individuals who experienced occupational stress might
they experienced high level of OS in their work place, also use different coping strategies either to avoid it
(Travers, 2001, cited in Morrison, 2005). Furthermore, a totally or to ameliorate it in order to minimize its negative
study which was carried out by Lindl (2001, cited in effects in their life. In line with this statement, Curtis
Morrison, 2005) also depicted that secondary school (2000) in his study indicated that people use different
teachers confront a number of stressors in their daily types of stress management strategies, which are
activities that cause different levels of OS for them. believed as they have better benefits in minimizing stress
These different levels of OS again affect for the teachers like physical exercise, relaxation, behavioral
and for others who have an interaction with the teachers modifications, cognitive therapies, biofeedback,
during their work days. meditations and so on.
The nature of stressors can be physical or Furthermore, studies carried out in Netherland
psychological (Cox et al., 2000a in Dollard, Winefield, (Bekkeretal., 2001, cited in Leungaetal., 2009) also
and Winefield, 2003) and can cause both physical and depicted that active coping strategies and health
psychological health complications on individuals. As the promoting behaviors help teachers to minimize their
findings of different studies revealed, some of the occupational stress and enhance both their physical and
Gebrekirstos 145
psychological well-being, which again lead them to have Linde, 2000 as cited Jude, 2011).
better performance in their work areas. This can be So, in order to help teachers achieve the above
achieved if an appropriate help from different health mentioned decisive responsibility, assessing their current
professionals, educational leaders and other concerned level of OS and knowing and applying the appropriate
bodies is provided for them (Holeyannavar, 2009). coping strategies is an increasingly important area of
Having this in mind, when we come to our country‟s concern for educational sectors and administrative bodies
context, Ethiopia has been a member state of the of the schools . This helps the teachers to reduce their
International Labor Organization and was the first African OS and to retain and love their professions.
country to ratify convention No. 155 (1981) concerning In connection to this, Muthukrishnan, Saji Mon and
occupational safety and health issue of workers in 1991; Chaubey (2011) stated that if the extreme stress level of
and since then, it has progressively worked towards its the employees is well recognized and minimized, its
application and implementation (Federal Democratic result becomes effective and the employees come to be
Republic of Ethiopia, 2009). One of the occupational more productive, healthy and motivated in their work
safety and health concern issues of the country is the areas. Accordingly, to address the above mentioned roles
overall well-being of its teachers including OS in order to of teachers, the author of this study become instigated to
address the quality and quantity of the nation‟s intended conduct this research in central zone of Tigray region,
educational goal. However, in its implementation, there because there is a paucity of local evidence on this issue
are a number of obstacles that hinder the successfulness especially in this area.
of this intended goal. One of these obstacles might be an My experience and observation of the problem is the
OS that encountered to teachers when they perform their other reason that enthuse me to conduct this study. I had
daily activities, since Ethiopian secondary school many contact times with some of the teachers during my
teachers could not be an exception of the above community service and I observed the problem while the
mentioned world-wide OS effects. A study conducted in teachers explain their-complain continuously in meetings
Ethiopia by Teshwal (2006) supported this idea and and in informal discussions concerning their occupational
stated that the psychological well- being of employed worries. Additionally, there were no awareness training
women has been affected by an OS. Another study programs provided by anybody else for them to prevent
conducted by Girma (1995) also suggested that teachers or minimize their occupational stress. Accordingly, having
stress is influenced by a host of work related factors that these gaps, I inspired to select this title and to conduct
make them to become despairing in their profession; and my study on this issue. Therefore, in this research, the
younger teachers became more affected by the problem following research questions had been addressed.
than their comparable groups.
Even though there are abundant research findings on
the issue of OS in different specializations including high ➤To what extent teachers in Tigray central zone
school teachers in other countries, as far as my secondary schools are currently experiencing OS?
knowledge is concerned, in Ethiopia, studies on OS ➤What are the possible contributing factors to the
among secondary school teachers are not only scant but current level of OS experienced by the teachers?
also have low emphases from the concerned bodies. This
➤What are the coping strategies that are used by the
indicates that there is knowledge gap with regard to the
teachers when they come across an OS?
level of OS and coping strategies of high school teachers
➤From the contributing factors and coping strategies,
in our country.
which of them have the highest effect on the life of
the teachers?
➤Is the different demographic variables of the teachers
STATEMENT OF THE PROBLEM
have a mean difference in experiencing an OS?
Teachers are engineers of every profession. They have
METHODS OF THE STUDY
an ultimate role in the actualization of school goals and
overall development in this world. For that reason, those
Research Design
globally brilliant individuals who can lead and influence
for the world and its population are teachers‟ products.
In this study, a cross-sectional survey research design
Hence, no nation can develop in the absence of
was employed aiming to examine the current OS level
responsible and motivated teachers.
experienced by Tigray central zone secondary school
Even though the teachers carry out this decisive
teachers. Because, this design is helpful for investigators
responsibility globally, different research findings
to study subjects with different variables like different age
suggested that their overall well-being and their effective
levels, gender, work experience and so on at the same
performances are affecting by their experience of OS,
point in time.
(Adeyemo & Ogunyemi, 2005, Dorman, 2003, Van der
146 Inter. J. Acad. Res. Educ. Rev.
Study Site two cluster frames, I took three secondary schools from
the urban school cluster and four from the rural town
This study was conducted in central zone of Tigray region school cluster by using lottery method of the simple
which is located to the northern part of Ethiopia. Aksum random sampling technique.
town, which is 1010 kms away from Addis Ababa, is the Having this reason in mind, I drew seven secondary
capital city of that central zone. At present, central zone schools as a sample and all the teachers of the selected
of Tigray region has thirty governmental secondary sample schools are included in the sample size (i.e. 349
schools which are providing educational services for the BA holder teachers). What is more, to increase validity of
central zone society and its surroundings. All these this study, all the principals and vice- principals of all the
secondary schools are, currently, providing regular sample schools and diploma and MA holder teachers
educational services for more than 26,000 students, whom I found in the sample schools (7-dipoloma and 1-
(Tigray education bureau, 2005). MA) were excluded from the sample size of this study.
Because qualification difference and being in position
Population might have an influence on the result of this study.
All the teachers of the above mentioned governmental
secondary schools of central zone were the population of Data Collection Instruments
this study. In order to achieve the objective of this study,
the author of this research obtained the list of all the Description and Construction of the Instruments
secondary schools of this zone from the educational
bureau of Tigray region. Accordingly, there were eight To achieve the main objective of this study, I used three
urban and twenty two rural secondary schools in the different data collection instruments. Accordingly, to
zone. In these secondary schools, there were 1139 examine the current OS level of the teachers, I adopted
teachers (male=832, female=307) that have from novice Occupational Stress Inventory for Teachers from Sheeja
to 35 years work experience. (1999 cited in Holeyannavar, 2009). I also made a
thorough reading of previous studies regarding the
Sample Size and Sampling Technique sources of OS and grasping some common stressors to
many findings. Thus, based on the idea of the research
The sample size of this study was determined based on findings, I developed my own instrument of data
the size of the population. Accordingly, to obtain the collection for the possible contributing factors to assess
sample size, first the number of sample schools that their effect and magnitude on the life of the teachers.
should be taken from the zone‟s total secondary schools Again, concerning the coping strategies questionnaire,
has to be determined. To do this, assumed mean was originally it was developed by Carver, Scheier &
obtained by a sample size determination developed by Weintraub (1989 cited in Myendeki, 2008) and for the
Cohen, Manion & Morrison (2000). These scholars stated purpose of this study, I adapted 38 items. The content
that, with a confidence level of 95% and sampling error of and clarity of these items was also reviewed by different
5, it is appropriate to take 217 samples from 500 professionals. Generally, I used close-ended
population, 278 samples from 1000 population, 322 questionnaires to collect the necessary data for this
samples from 2000 population and so on. Based on this study. The rationale to use a close-ended questionnaire
determination, 278 teachers were the assumed samples is that the design is a survey where large amount of
for this study since the number of the population was information from a relatively large sample is necessary
1139, which is nearest to 1000. Besides, the average for a dependable data.
number of teachers per school was obtained by dividing
the total population by the number of schools (1139/30 =
37.967). Having this data, the number of sample schools Pilot Testing and Validation of the instruments
was determined by dividing the assumed sample size to
the average number of teachers per school (278/37.967 = A pilot test was conducted on 30 participants of Aksum
7.322). Subsequently, to draw this seven sample schools, and wukro-marai preparatory schools and an internal
first I classified the zone‟s secondary schools in to urban consistency, Cronbach‟s alpha, was carried out.
secondary schools and rural town secondary schools by Accordingly, the reliability coefficient for the scale of
using cluster sampling technique. After this, I observed Occupational Stress Inventory for Teachers was found to
the population distribution in the two clusters and found be (r = 0.823), for the contributing factors subscale(r =
that though the number of rural schools was more than 0.897) and for the coping strategies subscale (r = 0.837).
twice of the urban ones, the number of teachers per Thus, all the items were taken for the final questionnaire.
school was higher in the urban schools. Therefore, in Regarding the issue of validation, the instruments were
order the study have proportional sample size from the
Gebrekirstos 147
reviewed by four professionals, who are instructors in
Aksum University. Two of them were from measurement Data Analysis Method
and evaluation and counseling units while the rest two
were from language department to evaluate the content, Raw data collected through the questionnaires was
clarity and structure of the items. analyzed using different descriptive and inferential
statistical methods, and SPSS version 20 was applied to
calculate the test results of the different statistical tests. I
Procedure of Data Collection used a chi-square test to analyze the frequency
distribution of the nominal variables. I also applied mean,
Administration of the questionnaire standard deviation and independent samples t-test to
analyze the mean difference of gender and work place of
To collect the necessary data from the selected sample the teachers regarding the dependent variable (level of
schools, I hired three data collectors and I provided them OS).
with instructions and training for two days regarding the One way analysis of variance was the other test carried
administration protocol of the data collection procedures. out by the author of this research to analyze if there is a
After this, the data collectors including my-self divided the mean difference among the ratio variables of the high
selected secondary schools of the zone and contacted school teachers in experiencing an OS. In addition, to
the teachers and administered the questionnaires determine which condition differs from the other
personally at the schools. Prior to the administration of conditions for all the different levels of the independent
the scales, they got the consent of the educational variables which have statistically significant mean
bureau of the zone and the principals of each of the difference in the one way analysis of variance test; I
schools regarding the data collection process. Besides, carried out Tukey HSD test and the Student-Newman-
the participants were also informed that the participation Kuels post hoc test. For measuring the significance of all
was volunteer, informed about the objective and the the tests, I used alpha = 0.05.
significance of the study and importance of their co- Finally, based on the responses of the teachers, I used
operation for the study. The teachers were asked to fill-up the calculated means and their respective percentage
all the statements by following the instructions given in values of every index for ranking the coping strategies
each of the questionnaires. All the respondents were and the possible contributing factors for the OS.
given assurance that their responses would be kept
confidential and used for research purpose only.
DATA PRESENTATION, ANALYSIS AND
INTERPRETATION
Scoring
Demographic Characteristics of the Respondents
The scoring system of the three different data collection
instruments of this study looks like as follows. The demographic characteristics addressed by the
1. The scoring procedure of the occupational stress questionnaire were gender, age, family size, work place
scale was done by using the scoring system which was and work experience of the teachers. Accordingly, the
established by the developer of the scale. First, the total nominal variables (gender and work place of the
sum of the answers for all the statements of the three teachers) were interpreted by using frequencies and
point scale for every participant of this study was percentages; and the scale variables (age, family size
calculated, and then, these total scores were categorized and work experience) were interpreted by using
in to the low, average and high labeling, (see table 1). frequencies, percentages and means of the scores of the
2. For the other two data collection instruments of variables. In addition, a chi-square test also used here to
this study, first I created indices for all the statements by examine the expected and observed frequencies of these
grouping similar questions in to one. Accordingly, seven nominal variables.
indices for all the statements that measure the possible The composition of all the demographic variables of the
sources of the OS and eight indices for those that assess entire respondents of this study is presented in table 2
the coping strategies were prepared. After I made the and interpreted as follows.
indices for all the statements of these sub scales, I A total of 349 questionnaires were distributed to the
calculated the total sum, its mean and its respective entire respondents of this study and 321 (91.97% of
percentage value of the answers for all the point scales of them) were properly filled and returned. As it has been
all statements in every index. Thus, by using the mean indicated in table 2, 218 (67.9%) of the respondents were
value as a cut point for every index, I tried to compare the males while 103 (32.1%) were females.
magnitude and effect of the indices, and gave an analysis Age is the other demographic characteristic of this
for these issues. study. Accordingly, as the same table depicted,
148 Inter. J. Acad. Res. Educ. Rev.
Table 1: Scoring table for the occupational stress inventory for teachers
Range of scores
Category
Low level of OS 0-17
Average level of OS 18-25
High level of OS 26-60
Source: Sheeja(1999), in Holeyannavar, P. (2009).
Table 2: Demographic Variables of the Study
Variable Category Frequency percent Total mean X2
male 218 67.9 41.199a,df=1
gender 321 Asymp. Sig=.000
female 103 32.1
18-25 63 19.6
26-39 186 57.9
age 40-65 72 22.4 321 33.396
rural 160 49.8 0.003a, df=1
workplace urban 161 50.2 321 Asymp. Sig=.955
single 135 42.1
2-4family 149 46.4
Family size 5-8family 37 11.5 321 2.349
0-2year 36 11.2
3-5year 80 24.9
6-8year 65 20.2
9-11 year 35 10.9
12-14year 15 4.7
Work experience
15-17year 16 5.0
321 10.953
18-35year 74 23.1
out of the above mentioned total respondents, 57.9% memhir‟, and „Keftegna-meri-memhir‟). Based on this
were between the age ranges of 26-39, whereas19.6% classification system, table 2 portrayed that most of
respondents fall in the age group 0f 18-25. the teachers (24.9%) were „Mahkelegna„ teachers
As far as the work place of the teachers is concerned, followed by „Keftegna-meri‟ teachers.
out of the total respondents, 50.2% of them were from
urban schools. Moreover, the chi-square test of the work Level of Occupational Stress of the Teachers
place of the respondents demonstrated that the expected
and observed frequency of the rural and urban The level of occupational stress in which the respondents
participants of this study were almost identical generally experienced at their work is analyzed,
(X2=0.003a, df=1, p>0.05). presented and interpreted as follows.
The work experience of all the respondents of this
study, which ranges from novice teachers to 35 years of Categorization of the Level of Occupational Stress of
work experience, is classified based on the current layers the Teachers
of teachers‟ development of our country which has seven
layers (i.e. „Jemari-memhir‟, „Mahkelegna-memhir‟, The labelling of the current OS level of the Tigray central
„Memhir‟, „Keftegna-memhir‟, „Tebabari- meri‟, „Meri- zone teachers were accompanied by using the scoring
Gebrekirstos 149
Table 3:Categorization of the Level of Occupational Stress of the Teachers
Minimum Maximum
Label N % 𝑿
score score
High OS 321 100% 27 49 38.02
Average OS ---- ---- ---- ----
Low OS ---- ---- ---- ----
Table 4: Independent Samples t-test of Male and Female Teachers in Experiencing OS
Std. t-test for Equality of means
gender N Mean Deviation
t df Sig. (2-tailed)
Experiencing male 218 52.2064 4.26739 .633 319 .527
OS
female 103 51.8835 4.25718
system which was established by the developer of the Mean Differences of Male and Female Teachers in
scale. Here, first, the total sum of the answers for all the Experiencing Occupational Stress
statements of the three point scale for every participant of
this study was calculated, and then, these total To test whether there is a significant mean difference of
scores were used to categorize the teachers‟ OS in to male and female teachers in experiencing OS or not, the
low, average or high levels. To do this, it is necessary to author of this research carried out an independent
know the minimum and the maximum scores of all the samples t-test, and the result and its interpretation is
total sum of the teachers‟ responses as it is presented in revealed underneath.
table 3. The assumption of equality of variance among the two
As it is presented in Table 3, the minimum score of the groups is satisfied (Leven‟s test {F} = 1.048, P >0.05).
participants is 27 and the maximum score is 49. So, the top row of Table 4 is used to interpret the result.
Therefore, the result of the current OS level of the Thus, the result of the independent samples t-test
secondary school teachers assessed by using Sheeja‟s revealed that the mean difference between male and
OSIT indicated (as displayed in table 3) that all the female participants in experiencing OS was found
teachers experienced high OS level in their work place, statistically insignificant (t=.633. df=319, p=.527, =.05
i.e. the entire scores of the teachers laid in the range that is p-value is greater than alpha value, two tailed).
that show high OS level of Sheeja‟s scoring scale (i.e. This implies that gender has no effect or both male and
from 26-60).It is also interesting to realize that none of female teachers have the same experience of OS in their
the scores laid either in the low or in the average stress current work place. The reason that made gender to have
level ranges. The possible reason for this might be that insignificant effect in experiencing OS might be that there
either the working condition of that zone be highly is no gender based treatment (affirmative action)given
inconvenient, or the cost of living of this days is more there and both may use similar coping strategies when
difficult for the teachers. This indicates that the teachers they come across an OS.
of that zone and their profession seek a special attention
in order to minimize this stress level, so that the teachers Mean Differences of Rural and Urban Teachers in
become more responsible, motivated and productive Experiencing Occupational Stress
citizens in their line of work. They can also generate more
competitive students whom they can play a great role in To assess if there is a mean difference between the rural
the development of our country.
150 Inter. J. Acad. Res. Educ. Rev.
Table 5: Independent Samples t-test of Rural and Urban Teachers in Experiencing OS
t-test for Equality of means
work place Std. Deviation
N Mean t df Sig. (2-tailed)
rural 160 51.9000 4.31933 -.850 319 .396
Occupational stress
urban 161 52.3043 4.20423
and urban work place of the teachers in experiencing OS, the null hypothesis is retained. The requirement for equal
as it has been done for the gender variable, the author of variances is satisfied.
this research carried out an independent samples t-test Having the above assumptions, as it is presented in table
and its result is displayed in table 5. 6A, the test exhibited that the different age groups of the
The mean score of the rural school teachers (N = 160), teachers have statistically significant mean difference in
as displayed in table 5, is 51.90 and their SD is 4.32; experiencing OS. In other words, at least one of the age
whereas the mean score of urban school teachers (N = group levels is more exposed to OS problem than the
161) is 52.30 and SD is 4.20. Having this in mind, the others (F (2,318)= 3.583, P < 0.05).
result of the independent samples t-test was summarized In line with this, Tukey HSD and S-N-K (Student-
beneath. Newman-Keuls) post hoc tests were applied among the
As far as the work place of the teachers is concerned, three age group levels to determine which age group
the assumption of equality of variance among the rural differs from the other in experiencing OS.
and urban school teachers is satisfied (Leven‟s test {F} = The test result on Table 6B depicted that teachers with
.043, P > 0.05). Hence, the test result of the top row of the age group of 18-25 and 46-65; and with the age
the table portrayed that work place has too little or has no group of 26-39 and 40-65 have statistically significant
effect on the OS experience of the central zone teachers mean difference in experiencing their OS. Accordingly,
(i.e. t = -.850, df=319, p=.396, two-tailed test). This might teachers with middle adulthood age rage /40-65 years/
be because the living condition of the rural areas are were more exposed to high OS experience than the other
improving, and facilities are tried to fulfill in these areas, two age groups. Moreover, although their mean
which were present only in urban areas before like difference is statistically not significant, teachers with the
telephone, electricity, medias and so on. age group of 26-39 were also more exposed to high OS
when they compared with the teachers who were in the
emerging adulthood age group /18-25/. Therefore, based
Mean Differences among the Different Age Levels of on the above test result, it is possible to infer that as the
the Teachers in Experiencing OS age of the teachers increases, the risk of their
experiencing an OS also increases. The possible reason
Here, in examining the mean difference among the for this might be that either the treatment given to the
different age levels of the teachers concerning their OS, teachers in their previous times was better than the
one way analysis of variance was applied, and the result current ones, or cost of living of this days is more difficult
was demonstrated in table 6A. than the previous times for them.
To analyze the test result of one way ANOVA in table
6A, the test of normality was tested. Accordingly, the
skewness of OS score for the sample of this study Mean Differences of the Different Family Size Levels
(0.213) is within the range for normality (-1.0 to +1.0); and of the Teachers in Experiencing OS
thus the assumption of normality required by one-way
analysis of variance for skewness is satisfied. On the In this sub topic, the author of this research again carried
other hand, the kurtosis of OS score for the sample out one way analysis of variance to assess a mean
(1.126) is out of the range for normality. But, since F difference, if any, across the three levels of the family
statistic is “robust”, it is possible to calculate one way size of the central zone secondary school teachers of
ANOVA test as the sample size of the study is large Tigray region in experiencing the OS.
(N=321). Besides, one-way analysis of variance also As it is observed in the ANOVA summary table 7, the ρ
assumes that the population variances should be equal. value: {0.425} (the possibility of committing an actual
So, since the probability associated with the Levene‟s error) is greater than the α value (which is 0.05: the
test (0.426) is greater than the level of significance (0.05), threshold of tolerance for possibility of Type-I error).
Gebrekirstos 151
Table 6A: One Way ANOVA Test among the Different Age Levels of Teachers in Experiencing OS
Sum of Squares df Mean Square F Sig.
Between Groups 127.996 2 63.998 3.583 .029
Within Groups 5679.612 318 17.860
Total 5807.607 320
Table 6B: S-N-K Test and Tukey HSD Test among the Different Age levels of the Teachers
Subset for alpha = 0.05
age of respondents N 1 2
18-25 emerging adulthood 63 51.5079
Student-Newman-
26-39 early adulthood 186 51.8602
Keulsa,b
40-65 middle adulthood 72 53.2500
Sig. .586 1.000
(I) age (J) age Mean Difference (I- Std. Sig. 95% Confidence Interval
J) Error Lower Bound Upper
Bound
26-39 -.35228 .61605 .835 -1.8029 1.0984
18-25
40-65 -1.74206* .72908 .046 -3.4589 -.0253
18-25 .35228 .61605 .835 -1.0984 1.8029
Tukey HSD 26-39
40-65 -1.38978* .58659 .048 -2.7710 -.0085
18-25 1.74206* .72908 .046 .0253 3.4589
40-65
26-39 1.38978* .58659 .048 .0085 2.7710
*. The mean difference is significant at the 0.05 level.
Table 7: One Way ANOVA Test among the Different Family Size Levels in Experiencing OS
Sum of
df Mean Square F Sig.
Squares
31.156
Between Groups 2 15.578 .858 .425
Within Groups 5776.452
318 18.165
Total 5807.607 320
Thus, it was retained that there is no significant mean might be due the reason that teachers with more family
difference among the different types of family size levels sizes might use better coping strategies than teachers
in experiencing OS (F(2,318) = 0.858, p>0.05). This with less family size.
152 Inter. J. Acad. Res. Educ. Rev.
Table 8A: One Way ANOVA Test among the Different Work Experience Sub Levels
of the Teachers
Sum of df Mean F Sig.
Squares Square
Between Groups 237.983 6 39.664 2.236 .040
Within Groups 5569.625 314 17.738
Total 5807.607 320
Table 8B: Tukey HSD and S-N-K Test Results among the Different Sub-Groups of Work
Experience
Subset for alpha = 0.05
work experience of N 1
respondents
15-17 year experience 16 50.5625
9-11 year experience 35 51.3143
Student-Newman- 3-5 year experience 80 51.4500
Keulsa,b 0-2 year experience 36 51.6111
12-14 year experience 15 52.0000
6-8 year experience 65 52.5385
18-35 year experience 74 53.3919
Sig. .118
15-17 year experience 16 50.5625
9-11 year experience 35 51.3143
3-5 year experience 80 51.4500
Tukey HSDa,b 0-2 year experience 36 51.6111
12-14 year experience 15 52.0000
6-8 year experience 65 52.5385
18-35 year experience 74 53.3919
Sig. .118
Mean Differences among the Different Work their OS (F (6,314) = 2.236, P < 0.05). This shows that
Experience Sub Levels of the Teachers in the samples are not random samples from population
Experiencing OS that have the same mean.
Once more, the Tukey HSD and S-N-K test results
The other demographic variable of this study / i.e. the among the different sub-groups of the work experience of
work experience of the teachers/ has been calculated in the teachers in table 8B indicated that as the work
this sub topic by using one way analysis of variance test. experience increases, the OS level of the teachers also
Accordingly, the result of this test and its interpretation is increases, though the increment of the scores was not
given beneath. straight and the test results was not significant. For
All the assumptions which are required by ANOVA test instance the mean score for the novice teachers was
were satisfied for the work experience variable result 51.6, for those that have from 3-5 work experience was
which is displayed in table 8A. Thus, as it is clearly 51.5, and the largest mean score of all the work
presented in the table, the teachers categorized in the experience sub-groups (53.4) was the mean that belongs
different seven sub-groups of work experience have to the group with 18-35 years of work experience.
statistically significant mean difference in experiencing The reason that might make the experienced
Description:Occupational Stress among Secondary School. Teachers and their Coping Strategies: The Case of. Central Zone of Tigray Region. Hagos Atsbeha Gebrekirstos. College of Social Sciences and Languages, Aksum University, Ethiopia. Email:
[email protected]. Accepted 22 July 2015. This study
