ABSTRACT
The aim of this study is to
investigate the health as a moderator of stress that lead to job performance
among teacher in Sekolah Menegah Kebangsaan Pasir Gudang 2, Johor Bahru.
Subsequently, this study is to identify the most factors that lead to the
stress among teachers. The study also wanted to measure the relationship
between stress and health problem and to investigate the effect of stress in
teacher job performance.
Stress in a medical condition
mostly associate with cardiovascular system that has accumulate to the extent
that it may have an adverse effect on health, leading to reducing life
expectancy of increasing health problems. Plus, the teacher who have ensured
their health and have good knowledge about stress can definitely avoid from
being obese and they can enjoy their healthy lifestyle.
This survey was conducted by
using a sample size of 118 of SMKPG 2 teachers as a respondent. The method of
this was collected by using questionnaires. The questionnaires were given to
the teachers by using a sample of 118 of SMKPG 2 teachers. The data will be
analyzed using the SPSS version 20.0.
ACKNOWLEDGEMENT
Alhamdulillah praise to Allah the Almighty for
his consent for the research studied to be done. I wish to express my appreciation
and thanks to my lecturer, Professor Dr. Nor Aziah binti Alias for her patience
in teaching us the research methodology, understanding my problem in research
methodology and gives her encouragement to my research proposal. Her thoughtful
words and approach to my research studies enable me to develop an appreciation
for research.
Not to be missed, from the bottom
of my heart, I would to convey my gratitude to my appreciation to my beloved
parents, Hj. Saleh Bin Hj. Taib and Hjh. Rohana Binti Hj. Muslim for their Doa’s,
highest support, encouragement, understanding, patience, love and care about my
studied. Indeed I will lose without all of their support and their love.
Finally, I also want to express
my thankfulness to all my classmates who supported my every effort due to my
challenge times. Their words of wisdom and whole-hearted encouragement were
well timed and greatly appreciated. Their corrections on my studies will highly
appreciate to me to do well in my studies. Once again, a trillion thank you to
all.
Nur-Azzah Binti Saleh
January, 2015
Master of Education (Educational
Management and Leadership)
University Institute of Teknologi
MARA
Shah Alam, Selangor, Malaysia.
CHAPTER
1
Background
Stress
and Fatigue booklet (1998) define stress communication between employee and
his/her work environment. The booklet also describes the stress is an employee
that cannot be able to deal with demands of an environment. It also copes with
the realization of concern of the employee that will associate with negative
emotional responds. The author stated in psychologically side that an employee
and environment that have a problem may lead the stress to interfere in his/her
surrounding of working. Thus, stress also may pilot the health problems to be
as the effect of stress that will invites the high blood pressure, headaches,
chest pains, fatigue and sleep disorders. The author also directing the
cognitive process whereby the employee had hard in concentration on works and
also with low memory to make some decisions. It also effected the emotional
reactions towards employee in depressed mood states, anxiety, irritability and
also loss of confidence. Moreover, there also have a consequence in
organizational outcomes in terms of absenteeism and presenteesm (“the employees
come to the work but mentally absences”), staff turnover and injuries.
According
to Research on Work-related, 2000 indicated in Education International
(EI)/European Trade Union Committee for Education (ETUCE) (n. d) stress was a
negatives psychological in cognitive and emotional components that were gives
an impact to the employees health and also to the organizations itself. Stress
also addressed the results of performance range in work demands and
consecutively contributes to an equally broad range of health outcomes,
EI/ETUCE (n. d). On the other hand, they found that the few of European
countries teachers rises in illness, mainly stress-related illnesses because of
the receiving workload. In fact, the past scholar (Report, 1999) reported in EI/ETUCE
(n.d) stress among teachers were affected their health lifestyle in which they
got their nervous overload, disappointment and frustration, socio-economic
aspects, lack of job stability and security. Plus, the report also declined
that school environment, the lack of social recognition and organizational aims
from administration school also contributed to the teachers stress.
Despite
from the past fact also indicated that stress gives a huge impact in education
whereby the teachers admitted with illness that can results in adoption of
dogmatic and authoritarian measures, making the job routine and took little
initiative, involved in absenteeism, depression and stress, requesting a
transfer and quit from the professions (Report, 1999). Studies from Universiti
Teknologi Malaysia (UTM) stated that stress were surged in all professions
includes in education especially teachers profession, therefore, stress cannot
(Fadzli, Ching, Syeriza, Nazrah, 2005).
Stress
nowadays involves in all jobs or works in the whole earth’s globes, there will
no excuse about jobs or works that no stresses at all, even also the students.
Focuses in Malaysia Berita Harian, 2012, list downed the jobs specifically
according to the ranking whereby the first in rank was police (53.7%), followed
by prison officer (48.8%), firefighter (47.3%), teachers (45.8%), nurses
(42.3%), doctors (40.7%), pharmacy assistance (35.2%) and etc. Bernama (2015)
the Malaysians’ Stress Level Higher than Global Average proposed that
63% level of stress was having the higher compared with the global average 53%.
In the same news also indicates that majority of Malaysian’s was stressful and
it does to closer burning in 5 years.
Malaysia
Health Minister, Datuk Seri Liow Tiong Lai said that the Ministry of Health was
in worries because the increases of mental health among citizens in Malaysia
had been cured by the public hospital rose up to 15.6% or 400 227 patients
compared in 2009. He stated that by the year of 2020, one of the mental
disorders which are depression might be in a second rank in health problems
after the cardiovascular diseases (CVD).
Psychological
approaches in behavior declined that stress may indicated in adiposity-CVD
relationship (Kristie, 2009). CVD also does involving the employment burden and
socioeconomic difficulties were associated with stress (Lee and Lip, 2003). As
information, the link that can increase the cardiac events was the acute life
stressor, the natural disasters, sorrow and trauma (Rozanski, Blumenthal, &
Kaplan, 1999). Yet, the stress and stigma (1998) also addressed the families of cardiac which is raised high blood
pressure, chest pains, palpitations and hyperventilation.
Dr.
Aminuddin Mansor describes in Kosmo News, 2013 that too much stress will
addressed the mental disorders especially for those who cannot try to avoid too
much stress. According to him, female were the most stressful a day in 2013
that full with challenges. Mental Disorders can escort the angriness, violence
and depression that lead to the murderer and suicide. Moreover, the news
reported that 22% of Malaysians found a brief walk to be a good stress
reliever. Likewise, Malaysians having a freedom when it comes to
“outstation”/work outside the main office were achieving 69% of good work-life
balance and beliefs it was a flexibility when off (Bernama, 2015).
Stress
can be related to health problem lifestyle of a teacher. According to the past
scholar mentioned in Fadzli et al (2005) the teacher’s stress were directing
the changes in psychological whereby the teacher was unsatisfied in their
works, changes in physiology in which increasing in blood pressure, changes in
behavior (absenteeism). Another guru’s stated that the pro-longed stress among
teachers lead to the “burnout” may welcomed the unsatisfied jobs, there will
have gap between teachers and students, low motivation of teachers and lacking
self-efficacy to achieved the ultimate education’s goals.
In addition, at the workplace (school) also
plays a role whereby, the teachers contributing in work pressure was
inefficient because the teachers experienced the depression, worries, anger and
phobia. Those stress was came from the teacher’s environment and cognitive
factors of that particular teachers. Therefore, the teacher which cannot
control their stress will address the illness or may lose their lives (Allen,
1983). Helathworks. Com (2015), stress in short-term is OK because it will not
last, but the long-term stress will effecting your physically, socially and
behavior in no so good way.
Additionally, a freelancer worker
achieves 69% of relaxed and free to change their location and time. They were
less stressed than regular staff (Bernama, 2015). Previously, Rudd & Wiseman (1962) proposed in Fadzlie et al,
(2005) the cause of stress among teachers was:
- Teacher’s intensive.
- Communication problem related
with educational administration.
- Workplace environment factors
including the infrastructure and equipment.
- In excess of teaching load.
- Too much exercise for teachers
and courses need to attend by the teachers.
- The total of classes and
student that was too much.
- Feelings of self-interest
toward the teaching profession
- Unlimited work time
- Low teacher status in
community/society.
According
to Kyriacou (1987), stressful teacher may formed the bad result of working in
teaching or in the other task that been given to they. Previous gurus describes
that the tiredness and absenteeism were born from stress (Furnham, 1997). Prior
researcher indicates from the stress may piloting the teacher tend to decline the
performance and the production in teaching Atkinson, (1994); Schafer (1996).
Meanwhile,
prior studied (Robbins, 1986) report that stress in workplace may increase the
cost, unbalance services in organization, loss on work, however, it also being
unhappiness and loss of spiritual among workers (Griffin, 1990) no harmonizing
between top level management and lower level management (Hubbard, 1995),
unproductively workers, burnout (Dunham, 1992), unsatisfied with their job
satisfaction (Dick, Philips, Margburg and Wagner, 2001). However, in all the
factors of stress that was affecting job performance the individual also can
create his/her personal problems.
Other
prior proposed Hargreaves (1999); Pitchers (1996) concerned about teaching was
the professions that causal the stress more rather than other professions. In
additions, stress was thoroughly effected the teacher and students in teaching
route (Forlin, Doughlas and Hattie, 1996).
Teaching professions
was one of the hard task/ job in the society or community that need a highest
sacrifice to achieve the ultimate goals of the school and also the Education
Ministry. Therefore, the highest stress can cause the disturbances of the
education operation need to take care (Fadzli et al, 2005).
Therefore,
the researcher is more focus on stress in teachers that will affect the
teacher’s health problem and also their job performance. This study will also
help the educations operations smoothly in line with Malaysian Educations
Philosophies to achieve their goals and objectives.
Statement of Problem
McGrath (1974) indicated that
stress can be define as an environment toleration that can be classified as the
outside normal life range as an individual contributed the highest top level of
pain. Moreover, he concludes the stress as a challenge and pleasure for other
individual in overcome the problem.
According to the Sapora Sipan
(n.d) stress gives an impact towards job satisfaction, the productivity of job,
increasingly the absenteeism’s among teachers, highly turn-over and early
retirement of a teachers. Furthermore, too much stress can eventually
contribute to the health problem that inclusive mentally and physically to
indicates the decreasing of teacher’s energy and their commitment in their job
as a teacher. However, the prolonged stress leading to the “burnout’ (Frese and
Zapf, 1988).
Burnout
can be defined as “exhaustion of physical or emotional strength usually as a
result of prolonged stress or frustration” (Merriam-Webster, 2015). Thus,
burnout effect definitely is sure of involving the worse of job satisfaction,
the low ebb in relationship between teachers and students, low motivation of
teachers and the diminishing of the effectiveness in teaching to achieve the
Ministry of Education goals, mission and vision (Sapora Sipan, n.d).
According to WebMd (2015)
indicates several of health problems that come from stress which is Heart
Diseases, Asthma, Obesity, Diabetes, Headaches, Depression and Anxiety, and
Alzheimer’s Diseases. Nevertheless, Stress and Fatigue (1998) also draw the
personal physiological workers that had been effecting from stress faced the
raised blood pressure, chest pains, palpitations, hyperventilation, headaches,
gastro-intestinal disorders, sleep disorders and fatigue.
Therefore, this research will be
conducting to identify and exploring about the Health Problem as a Moderator of
Stress that lead to Job Performance among Teachers in Sekolah Menengah
Kebangsaan Pasir Gudang 2, Johor Bahru. The questionnaires will be distributed
to all the teachers in SMKPG 2 to enhance the results and interviews of
teachers will be initially if the teachers are not busy with works.
Research Objectives
1.
To identify the factor that lead to the stress among
teachers.
2.
To determine the relationship between stress and
health problem
3.
To explore the effect of stress in job performance
among teachers.
Research Questions
1.
What are the factors that the most lead to the
teacher stress?
2.
What is the relationship between level of stress and
categories of health problem?
3.
How does stress affect the job performance among
teachers?
Operational
Definitions
Stress
Generally, Lazarus and Folkman
(1984) stress can be defined as the communications between an individual with
his/her surrounding in .Pacifica (2004). On the other hand, stress can ruined
someone or an individual daily life. This was cause from the disturbances from
their personal resources that came from stress. In addition, MedicineNet. Com
evaluate that stress in the medical or biological context was the physical,
mental or emotions that will cause bodily or mental tension.
Health
Problem
Stress
can be divided in two contexts whereby it is external and internal. External
includes of psychological, social situations and environment. The internal
context somehow includes of illness or from a medical procedure.“Stress
can initiate the (fight or flight) response, a complex reaction of neurologic
and endocrinologic systems.” MedicineNet. Com. From booklet of stress and
fatigue (1998) proposed that raised blood pressure, chest pains, palpitations,
hyperventilation, headaches, gastro-intestinal disorders, sleep disorders and
fatigue was psychological effected by a person or an individual when they were
stress.
Job
Performance
The past studies Shanti (2012)
indicate that job performance was an effort of a person will contribute in
their jobs (Robbins, 2005). The decreases of job performance when ot comes to
stree will lead the organization faced the arises consequences, (Shanti ,
2012). Thus, the Quantity and quality outcomes of the organization will affect
(Schermerhorn, Hunt & Osborn, 2005). The job demand, goals and missions of
the organizations beliefs that the better job performance was always performed
the value of the job (Beffort & Harttrup, 2003).
Significance of the Study
The present research study is
mainly aims to explore about the effect of stress in health problem that are
affected the job performance among teachers in school. Nevertheless, the study
would improve the understanding of stress that will invite the health problems
among teachers that give an impact in their job performance especially their
teaching in school.
Moreover, this study will also
gives benefits to reduce the health problems among teachers by providing some
guidelines to avoid too much stress that will converse the job performance of
the teacher. On the other hand, the research findings will contributes the best
working conditions whereby the teachers are manage to decrease the level of
stress so that there will be no longer in line with health problem lifestyle
and boost up the perfect job performance. Hence, the teacher stress will
diminish.
Limitations of the Study
A research limitation has been
recognized in the context of the study. The limitation is in this study would
be the respondent. The respondents that had chosen were the teachers only.
Additionally, nowadays the teachers approached were mostly female teachers in
the school.
Furthermore, the data collection
will gathered from the distributed questionnaires to the respondents. Thus, the
validity and reliability of the research depends on the respondents answer in
the questionnaires.
Hence, the questionnaire was
developed from the various sources. Thus, the results findings of the
questionnaires may be issues in the validity and reliability chapter.
CHAPTER 2
LITERATURE REVIEW
INTRODUCTION
T his
chapter reviews and discusses about the previous literatures related to the
variables that associated with the stress among teachers that affected the job
performance and it was linked with the health problem that being faced by
teachers nowadays to achieved an excellent school performance parallel with
objectives of Ministry of Education in enlarging the Malaysia’s education in
development the country to be develop country in the future. Therefore,
education was one of the items that need to be concerned because education
brings the future generation to be more creative in generating the idea and
would be more innovation in creating the solution of the problems.
MALAYSIA EDUCATION
Malaysia’s
Education Philosophies is an ongoing effort towards further
developing the potential of individuals in a holistic and integrated to create
a balanced and harmonious intellectually, spiritually, emotionally, and physically
based on a firm belief in God. This effort is to produce Malaysian citizens who
are knowledgeable and competent, virtuous, responsible and capable of achieving
well-being, and contribute to the betterment of families, communities and
countries (moe.com.my, 2015). Parallel in with Malaysia Education Vision
indicates that Malaysia’s producing quality education, human well-education in
order to increase the prosperous country, yet with the Education Mission in
Malaysia whereby the education was preserving the quality of the education
system to develop individual potential to meet the aspiration of the country.
Fazli et al (2005) reported that
education was change during current modernization and globalization in
education need to enhance and fortified with the multi taking in all field.
Malaysia Education Blueprint (2015-2025) initiated the ten (10) shifts as a key
performance issues in system to enhancing the quality performance and
efficiency in global trends that disorderly in the higher education. The shifts
contained holistic entrepreneurial and balanced graduates, talent excellence,
nation of lifelong learners, quality technical and vocational education and
training (TVET) graduates, financial sustainability, empowered governance,
innovation ecosystem, global prominence, globalized online learning and
transformed higher education learning. All the shifts were planted from
preschool to post secondary education system outlined in the Malaysia Education
Blueprint (MEB) (2015-2025).
Slightly about Technical and
Vocational Education Training (TVET) for Higher Education was about the
government concerned towards the acquisition of knowledge and skills for the
world of works (UNESCO, 1995-2014). However, TVET was more concerned to the
students in post-secondary and adults whereby the students being persuaded to
further their studies in tertiary education and to upgrade their skill deeply
to perform as an excellent outcome. Nevertheless, the students may gained the
life-long learning to correcting their skills and be more sharp in handling
their performance in order to gathered the best results. Eventually TVET also
may help the country and the society to increase the profit of Malaysia
education quality in which Malaysia was producing an individual who have lots of
skill and life-long learners to survive in the future, plus, to help the
country to become a develop country for future (MEB, 2015-2025).
“Strike the iron while its hot”
was English proverb by (PRPM, 2009) means that educating the children should
start from their early childhood was parallel in objectify the Malaysian
Education which was in line with the MEB whereby the education transformation
in Malaysia should be start with the preschool children until the
post-secondary student to grabbed the opportunity in become develop country.
Therefore, the students was not only as a life-long leaner but, they were also
as a leader and decisions makers whereby they can have their own benefits,
rights, and corresponding responsibilities
with each other (MEB 2015-2025).
Thus, in order for the
educational transformation was running changes, the person who was in-charge
were obviously the teachers in school from childhood kindergarten until the
teachers in secondary school (MOE, 2000-2015). According to past studied, in
order to perform in the Malaysia 2020 Vision, teachers who was enterprising,
highly competent, intelligent and high productivity was the criteria that were
required by Malaysia to enhancing the productivity and qualification education
of the student (Sapora, n.d). In additions, education’s field, Malaysia’s had
to face the changes and transformation in education in line with the changes of
economic, social and technology to run with the global wide range in education
world. Therefore, the same guru’s mentioned that the teachers nowadays have to
be more knowledgeable in any fields and to have enough skills in link with the
rapid development of field in education.
“Those who seek the world,
they be knowledge, those who seek Hereafter, he is knowledgeable, those who
seek both at the same time it must also be educated” –Prophet Muhammad SAW-
STRESS
These days, besides Malaysia 2020
Vision, the transformation in Malaysia Education Blueprint (MEB) addressing the
new changes in educations world, the teachers was being pushed to follow the
criteria that need to be resolve in student to advocate the ten (10) shifts of
key performance students. Meanwhile, the teachers also been stress out about
their teaching and work management which was the report about their students
and answering the questions about why the students was increasing/decreasing in
their performance (Azfa, 2014). In dressing the transformation, it was involved
the new criteria of school which was trustee school. Azfa (2014) pursued that
trustee school was the low –performing school in which they being monitored by
Ministry of Education (MOE) to produce more intelligent student that will be
line with others school such as Premier School, Smart School, Boarding School
and Mara Junior Science College. The reason was to stress out for no students
was left behind in educations field and equal to those which were intelligent
and brilliant in studies. Therefore, no reason for uneducated people was born
in Malaysia.
Based on the education
transformation, the stress among teachers might be the one issue to objectify
the productivity and performance in teachers because stress may trouble teacher
quality teaching and affected physical and psychological of the teachers (Payne
and Firth, 1987). As consequent, from past studies by Sapora also mentioned
that stress occur when the teachers having unhandled tasks been given and lead
to the absenteeism, low morale in employees, high accident and the most top in
the rank was lower in producing the performance in schools. It was supported by
Barling (1990) repotted that stress was the main factor that welcomed the
decreased of work quality and had attend to left the teaching professions.
According to Lee (1999) reported that, there was many teachers responsibility
besides teaching, for instance, in line with the transformation in education in
the a country, the teachers was required to have an high intellectual skills in
order to multitask their works being given and Koch et al (1982) supported that
the teachers was essentially help their students to scorer in academic and
implementing the moral values and elements in their students life in the
future.
Parallel with modern ways, the
teachers was initiated and being force to work harder and extend their time
after work to run in line with the high education demanded. The demand was the
changes in education world according to times to build up and increasing
multi-field in education. Thus, the stress among teachers being sees when the
all the educators was forced to run in the process of education to achieved the
increases an excellent numbers of colourful results in students. Another
results was, the stressful teachers will lead the unsuccessful transformation
education in Malaysia whereby the teachers cannot cope with the teaching and
students cause by there were too much tasks was been given to them and the
social disciplines by the students (Fazli, Ching, Syeriza, Nazrah , 2005).
From former scholar’s reported
that not only the teachers feeling so stress to cope with the transformation,
but the student-teacher who had their practicum also taste the stress in school
whereby, the student-teacher and also the teacher was demanded by Ministry to
associates and savvy with the current technology and per suave the curriculum
to be perfect role model in the students eyes (Sally, 2010).the student-teacher
also undergo the stress factors that were involved financial concerns, worrying
the future, workload, gender and depression (Dahlin, Johnburg &Runeson,
2005). Early guru’s said that student-teacher nowadays was facing the highest
stress level in school. The prior finding was reported 37% of the teachers was
stress in 2001 and generally the teachers distressed was mainly the greeter
rather than others professions work (Kyriacou, 2001) and (Tuettemen &
Punch, 1992).
Former studied slightly told that
the Australian’s teachers was revealed that 45% of secondary schools in
Australia was psychologically distressed and the portion of the results was “twice
that for the general population, and perhaps four times as high as that for the
professional populations” (Tuettemen & Punch, 1992). Scholar’s
Herchfeld (2001) described that the teacher-student was not really recognize
that they were psychologically distress because they don’t aware the symptoms
well and they just feeling the anxiety and might be untreated. However, the
same empirical studied revealed that teacher and student-teacher was highly
significant in coped with the impact of depression and anxiety and permitted
themselves for not to stick with the same professions after graduating.
Early scholars Robbins (2005)
stated that job performance was an engagement of effort of the individual
coping with their job (Shanti, 2012). Previous guru’s Griva & Joekas
(2003), Pillay et al (2005), Tuetteman & Punch (1992) cited as Sallie
(2010) described stress was had related with job demands and this was advocated
by Fadzlie et al (2005 indicated that the teachers was stress following with
the highest demand by the education burden carrier by not purposely resulting
the teacher stress that interrupting the education operation. Therefore, the
impact in stressful teacher were invited the negative outcomes in the teachers
decreasing performance and it may welcomed the consequences in school whereby
the quality teaching and the quantity of successful student may declined
(Shanti, 2012). Another empirical studied found that “the demands of the
job, the goals, the missions of the organization, and belief’s in the
organization and beliefs in the organization about which behaviors were most
valued” (Beffort & Hattrup, 2003).
The stress among teacher was the
one which was in the high level that were allied with cause factors, the
fundamental in teaching, the technology influences were formed the collision
teacher retention and remaining. Otherwise, teacher stress also in linked with
the individual itself and the surrounding (environment) of teachers workplace
(Manjula, 2007). Additionally, from the view of past researcher Matt Jarvis in
Manjula (2007) believes that classroom discipline and classroom management
(Travers and Cooper, 1997) had a significant source of stress in teachers and
better working conditions enhanced the teacher stress became diminished.
Likewise the same studied mention about the female gender (government services)
that was more getting stress compared to male gender because the female gender
was unsatisfied with physical conditions in work and also working at home,
(Khwaja and Shauta Kohli Chandrs, Vol 46. No. 2 May 1999 Social Welfare
Journal).
STRESS VERSUS JOB PERFORMANCE
Obviously, the past scholar’s
generated that stress were conducting the teachers to had a lower performance,
falling in motivation and diminishing the their behavior in both side school
and teachers in order to complete and achieving their work (Shanti, 2012). Many
Scholars Flynn (2000), Hickie, (2004), Kumar et al (2000), Newbury-Birch et al
(2002), Pickard et al (2000) &Prince (2007) initiated that teachers that
were stress burst out the risk of absenteeism and faced the long-term illness
(Sallie,2010). As the 21st century being develop, many technology
changes overtime (Lisa ea al, 2013) that were lead the teacher to have a
technology skills and performance nowadays being evaluated by computer,
therefore, the teachers who were not coping with technologies were more stress
compared with others (Lisa et al, 2013) and (Fazlie et al, 2005). According to
Anwar, Ishak, Sadaf, Shafiq (2012) addressed that teachers always faced an
unwanted situation in terms of environmental factors that was exists in
educational institution (internal factors) or exists outside the educational
institution (external factors) that lead the disturbances of teachers
lifestyles that will enhancing the negatively wave in teachers performance and
also, seldom the prior researchers heard that teachers in school had a great
lifestyles when they back home or in school.
According to Manjula (2007)
initiated that the occupational stress of teachers by John Mc Cormick in the
Journal of Educational Administration, Mar 1997 Vol. 35 Issues, Page 18-38
stated that the poor job description and specifications for stress. Manjula
(2007) mentioned that differentiating the executive of each teacher were
important to classified teachers classroom, primary teachers and infant teachers.
On the other hand, the methodological analysis among teachers was shown the
teachers burnout. On the same studied, the previous studied from Sargio
Guglienam and Kristin Tatron;s (1995) indicated in occupational stress and
health in teachers that the stress among teachers was essentially cause by not
properly rewarded, uncomfortable workplace, keened job pressure and reduced the
professional satisfaction in as a teacher. Furthermore, these empirical studied
proposed that stress may lead to the threats in the teacher’s health that will
agitated the teaching and learning process between teacher itself and also the
students.
As described by Park (2007),
stress workers related through the unhealthy lifestyles, poorly motivated, less
productivity and less safety at the workplace. The same researcher also
mentioned that the stress employee were unable to ensure the organization or
company to in line with others competitive market. According to former
researcher cited in Park (2007) stated that stress employee also involved the
sick paid, lost productivity, employee health care and lawsuit costs (Palmer et
al, 2004). Otherwise, the most important source in work stress was job strain
(Park, 2007) that was associated with Karasek Model that proposed that the job
strain was interrelated with psychological demands and decisions scope
(Karasek, 1979). As for information, from the Karasek Model’s dimensions, first
column was the psychological demand more on workers that were correlated to
rapidity, skills essential, and cooperation with colleagues. Next, the second
dimension described that the creativity versus repetition. According to
Lindstrom, 2005 cited in Park (2007) described that it was actually meaning
that the freedom and responsibility to did the works or tasks on how and when
to finish the work. In the Karasek Model in Park (2007) there were low- and
high- strain jobs that were important to distinguished the retained of job
control and psychological demands. In fact, the low demand and low control were
piloting the unmotivated job setting whereby it can results the plodding loss
of prior acquired skills (Karasek, 1998).
Karasek Model in Stress was as
shown as below adapted from Jungwee Park (2007):
Graigh Geis, (2007) disputed the
understanding the relationship between stress and job performance defined the
stress was the mental-emotional strain that across the individual’s mind either
it was physiological or an environment stress. Therefore, this former
researcher issued the five (5) stages of stress cycle that were affecting the
job performance at the workplace specifically.
The five stages of stress
mentioned as below:
a)
Stages 1 (Stimulus Detection): The fear and stress
was involved when the individual feels the threatening in the particular
situation whereby the process of Amygda was taking actions in managing the
response. The Amygda can be defined as “the process incoming stimulus in the
brain is processed in the brain by a structure in the limbic system”. In
these Amygda process, the contract from memory storage towards the emotional
impact was ensue, therefore, stress was one of the emotional impact that
stimulated when the emotion of the negatives wave was burst.
b)
Stages 2 (Fight or Flight): In this stages, the
associated with releasing the stress hormone. At this process, it was involved
the hypothalamus, pituitary and adrenal glands when the person or the
individual was stress. These processes were occurred when the hormones that
were released wad depends on the perceiveness level of stress in the individual
meanwhile, these past researcher stated that, it was not about the threat or
the stressor but it was depends on the perception of that matters from the
individual. Furthermore. The hormone was actually can cause an immediate
increasing of the heart rate. When mentioned about heart rate, it was actually
reflected the performance of the individual in their work no matters it was
received in positive and negative ways. Unfortunately, the increasing of heart
rate can easily change the job performance of the individual due to the stress
and not from the exercise (physical exertion). “It’s not the heart rate
that matters but what drives the heart rate that is important”.
c)
Stages 3 (Arousal): This stage describes about the
impact of the stress due to the transmission of the hormones and
neurotransmitters that were accessed the nervous system activated. In addition,
the arousal can be referring as the eagerness to work when the perceiveness of
brain cooperated with the work in any time. The arousal was initiated by
elements likes’ mental activity, heart rate, blood pressure and respiratory
rate. “The greater the perceived threat, the higher the arousal level will
be”.
d)
Stages 4 (Attention): The attention stage was
referred more too cognitive process whereby the individual was seeking “the
allocation of process resources”. Moreover, attention was involved the mental
process focusing from mental resources that were capable to grab the task. “The
more attention one task requires, the less attention is available for
performing other tasks”. There were basic principle of attention in order
to reduce the stress among employee that need to be alarming by the employers
was
i.
Inattention: No perceived the business and not much paid an
attention
ii.
Global attention: Maximize the amount of information
iii.
Selective attention: Mismatched the external and
internal capabilities
iv.
Hyper –vigilance: Borderline of panic
e)
Stages 5 (Performance Enhanced or Degraded): from
the past Yerkes-Dodson Law of psychologists Robert M. Yerkers and John
Dilingham (1908) cited in the Geis (2007), there is the relationship between
arousal and performance. The high the level of arousal, the lower the
performance indeed.
STRESS VERSUS HEALTH PROBLEM
According to empirical studied
stress involving the health problem among teachers yet, it hailed the physical
symptoms as such as anxiety, impaired functioning, diminished performance and
lowered productivity (Donaghy, 2004, Chandavakar et al 2007, Wong et al, 2006).
From preceding researchers also shocked that teacher had an idea in suicide and
increased the mortality and depression (Ciujpers et al, 2007) and (Garlow et
al, 2008). As mentioned by Scholar cited in Sallie (2010), the long-term
illness occur in many ways that were affected by stress especially involving
the Cardiovascular Diseases in angina pectoris due to the lacking of the oxygen
for the heart muscle and myocardial infarction causes by lacking the oxygen for
a long period until the part of muscle was injures due to the shortage of
oxygen (Stress and Cardiovascular Disease, 2006). As reported from the chapter
one in these research, the psychological that faced by a stressful individual
were mostly related to the cardiovascular disease in which it was involving the
raised blood pressure, chest pains, palpitations and hyperventilation,
meanwhile, stress were also affected the other parts of body in which
headaches, Gastro-intestinal disorders, sleep disorders and fatigue.
Another previous researches
accounted that the stress also embraced the heartburn, chest pain, rashes and
also cardiovascular diseases (Norton et al, 1999).in fact, a stress teachers
tempt to had depression where it divided by two (2) which is mild-depression
effects the well-being and major depression was the serious one (Cujipers,
2007) that associated the anxiety and immune system (Prince et al, 2007).
Besides that, a part of these diseases that faced by teachers, the depressed
teachers feeling also been disrupted causes by feeling worry all the time,
unenjoyable in their lifestyle, poorly in sleeping or waking up too early to
finish their works and feeling slowed down (Christensen, Jorm, Mackinnon,
Korten, Jacomb, Handerson & Rodgers, 1999). By fact, others empirical
studied also advocated that the techers who were always worried about their
works and feeling hopelessness effecting their quality of life (Warmerdam et
al, 2007).
As discussed in Stress and
Cardiovascular Diseases (2006), it accounted that stress piloted the
physiological changes and behavioral changes in and individual itself. The
stress report described that physiological changes was encountered the highest
blood pressure, higher level of lipids (LDL cholesterol), higher fibrinogen in
blood , higher pulse, arrhythmia, coagulation time, higher level obesity,
increase stress hormones (cortisol and adrenalin) and vascular inflammation.
However, behavioral changes engaged with increased tobacco smoking, changes in
dietary habits, increased intake of calories, lacking of exercise, Type A
personality (hostility and anger), highest intake of alcohol and coffee and
amended in sleeping patterns (poor sleep quality and decreased in sleeping
hours).
According to Lisa, Simon B,
Laura, Katherine and Richard (2013) mentioned that the falling in cortisol
functioning over the period and marginally increased the “burnout” by the
teachers who were too much stress. Another empirical research Munier and Farell
(2015) initiated that besides cardiovascular diseases affected the stressful
teacher, the founder stated that the vocal of teacher also been evaluated in
stress. The same empirical studied expressed that teaching lay a higher and
loud voice frequently for students clearly understands the teacher’s taught.
Conversely, not the teaching needed the loud voice but, the teachers also faced
the voice problem when the classroom were too much noise for a long period and
teacher sing and speaks more loudly at work rather than nurses.
Former expertise discussed that
the voice disorders piloted the retreating ability to teach and it does
mentioned “extensive periods of sick leave and vocal rehabilitee which involves
great financial loss” (Houtte E, Claeys S, Wuyts F and Lierde K, 2010). As
consequently, the financial was a burden to the teachers, professional and
social life for the society (Munier et al, 2015). Another studied mentioned,
one of the most well-known physical symptoms among teachers was vocal strained
(Chen S et al, 2010) and had been reported by (Ohlsson et al, 2012) that the
teacher which had these vocal symptoms were gained a risk in order to
developing their career because it may disturbing their teaching while in the
class. The past researcher Yiu (2002), stated in Munier et al (2010) stress
causes by vocal disorders were impact on their quality of life, performance in
work and their economic was distracted because of the absenteeism from work and
change of profession.
Past guru’s Carlotto and Camara
(2015) founded that Common Mental Disorders (CMDs) among teachers was been
investigated their prevalence. Previous expertise Goldberg and Huxley (1992)
reviewed that CMDs was born from anxiety, depressive and unexplained somatic
symptoms (Carlotto, 2015). According to World Health Organization (2001), “one
in every four people develops one or more mental disorders at some stage in
life”. Based on past studied stated environmental factors was one of the
stressful in order to coped with urbanization and industrialization, unfair
entrée to health care, insufficient living conditions, revenue discrimination,
idleness, high violence and crime rates (Lopes et al, 2003). Furthermore, the
CMDs had been resulted in long-term for absenteeism in work (Stensfeld et al,
1995) and had an impact of socioeconomic because of lost workdays (Rai et al,
2010). In fact, according to the International Classification of Diseases
(ICD-10), CDMs was one of the lists in Mental and Behavioral Disorders in
Chapter V indicated that CDMs was the third cause for the compromise the
disability pensions due to inability to work. On the other hand, the situations
were being inclined to raise (Carlotto and Camara (2015).
Moving on to Kiecolt and Glaser
et al (2002) cited in Manjula (2007) disputed that stress was in line with
immune system that will addressed the reduction of the effectiveness in immune
system. Yet, the other prior scholar Friedman and Rosenman (2000) proposed in
Manjula (2007) were explored the linked between stress and coronary heart
diseases. Therefore, the result shows that the middle age men who give a lot of
findings in stress symptoms and narrowed to the depression. Meanwhile,
Frankenhauser’s (1991) argued in these study that there was two unsignificant
from the above studied whereby, the stress was not deal with the small illness
physically but it was causes by lack of control in work and had a higher level
of stress in high level of blood pressure (BP). Nevertheless, it was also
involved the stomach disorders and headaches within the higher rate because the
workers was monotonous and remain repeated the same works until they had
diminutive in controlled the work and faced the stress on their own.
Theoretical
Framework
According
by empirical studies stress occur when the negative emotional dominating the
teachers while they were on their duty (Kyriacou & Sutcliffle, 1978). The
same studied also described that stressful teacher mainly in tension,
depressed, worry, and anxiety in terms in all aspect in teaching or education.
Meanwhile, stressful teacher may lead the decreased in job performance such as
low quality and quantity of the students achievement (Shanti, 2012) and also
may lead the absenteesm, inability of works and fatigue among teachers
(Donaghy, 2004). Moreover, Baldisseri (2007) supported by stated that the
teachers also might lateness in come to school, interpersonal conflicts and
decreased performance. On the other hand Dyson (2005) initiated that the
stressful teacher suffered the health problem involved the physical complaints
for instance back pain, chest pain, Shortness of Breath (SOB), heart
palpitations, sleep and appetite problems and fatigue. In the reports of Stress
and Cardiovascular Diseases (2006) discussed the stress teacher may include the
angina pectoris and myocardial infarction that were lacking of the oxygen and
initiated the heart become more swollen in a long-period.
CHAPTER 3
METHODOLOGY
INTRODUCTION
This chapter describes the
methodology used to identify the health problem as a moderator of stress that
lead to job performance among teachers in Sekolah Menegah Kebangsaan Pasir
Gudang 2, Johor Bahru. This section explains a) research design, b) sampling
frame, c) sampling technique, d) sample size, e) population, f) data collection
procedure, g) instruments, h) validity of instruments, i) unit of analysis and
j) plan of data analysis.
Study Area
This research was conducting
among Sekolah Menegah Kebangsaan Pasir Gudang 2, Johor Bahru. The school was a
secondary education in Malaysia education system whereby there had divided into
two (2) phases. The first three (3) years the student seats for a general
education for their lower certification of education. After seat for the
examination, the school determine the students for their performance in exam
either they are Science Stream or An Art class with teacher advice for two (2)
years and again seat for the examination for attempts the students place in
education either they further their study in level six (6), matriculation or
diploma in universities. Hence, the teachers consists a lots of teaching
subject such as Bahasa Melayu, English, Mathematics including Additional
Mathematics, Science including Biology, Chemistry and Physic, Pendidikan Islam
and Pendidikan Jasmani & Kesihatan.
Research
Design
The study is using the
appropriate research design which is qualitative study. Qualitative study can
be defined as to examine human behavior and the social, cultural, and political
contexts within which it occurs (Salkind, 2012). According to the Salkind 2012
again, the qualitative study can used variety of tools to indicate the results
by interviews, historical methods, case studies, and ethnography and it usually
results qualitative in primary data. But, the researcher was indicating half of
the method design to interview a few teachers for support the survey questions.
These kind methods were called pre-dominantly quantitative with qualitative
data to support findings.
Therefore, the study is engaged
with pre-dominantly quantitative with qualitative data to support the study in
order to having a responds and feedback in sharing or gives an opinion or
suggestion to avoid the stress that occur in teachers health and gives an
impact through their job performance in Sekolah Menegah Kebangsaan Pasir Gudang
2, Johor Bahru.
Sampling
Frame
The sampling frame or the
respondents of this study are the teachers at Sekolah Menegah Kebangsaan Pasir
Gudang 2, Johor Bahru. The inclusion criteria include the respondents who is a
teacher and agrees to participate in this study during the study was conducted.
Sampling
Technique
The study is using the
convenience sampling as the suitable sampling approaches in this study.
Convenience sampling is “a non-probability design that will use times
to obtain some “quick” information to get a “feel” for the phenomenon or
variable of interest” (Sekaran and Bougie, 2013). According to Salkind
(2012), the convenience sampling is convenience and inexpensive. It was
supported by Marshall (1996) stated by this sampling was less expensive time,
effort and money) and also less strict.
Therefore, this study will use
questionnaires and interviews to support the results based on the survey to
achieving the teacher problem in job performance regarding the stress that
invites the health problems.
Sample Size
The
sample size in this study was determined to be 118. These numbers of
respondents met the criteria of sample size calculation by Salkind (2009), who
stated that the minimum sample size should be 30 and maximum are 500. It is
because a sampling should be big enough to answer the research question
accurately but not too big because the process sampling becomes inefficient and
abnormal.
Population
Salkind,
2009 stated that population is the participants that agree to participate
towards the study to generalize the result of the studies. Therefore 118 respondents
will be to determine and the respondents of this study are the teachers in
Sekolah Menegah Kebangsaan Pasir Gudang 2, Johor Bahru. The populations of this
research must met the inclusion of 1) a teacher and 2) agree to participate.
Data collecting procedure
The adopted questionnaire will
distribute to the teachers in at Sekolah Menegah Kebangsaan Pasir Gudang 2,
Johor Bahru, Johor Bahru as the respondents in this studies.
Instrument
The questionnaires used were
adapted from the previous study related to stress, health problem and job
performance with slightly modification to assure the understanding of the local
respondents.
Validity of Instruments
The
validity of the instrument was conducted to ensure its content validity. The
content validity is necessary to ensure that all items in the questionnaires
are relevant to measure the outcome (Salkind, 2012).
Units
of Analysis
The researcher used a set of
questionnaire to distribute to the respondents and he researcher used an
interview towards a few teachers to support the findings in survey and to gain
some information about stress. The respondents were the teacher from Sekolah
Menengah Kebangsaan Pasir Gudang 2, Johor Bahru.
Plan of Data Analysis
The data was analyzed using the
Statistical Package for Social Sciences (SPSS) 20.0 software. The Table below
shows summary of the analysis that was conducting.
|
Research
Objectives
|
Concept/Construct
|
Research
Questions
|
Statistics
|
|
To
identify the factor that lead to the stress among teachers.
|
The
factors will be determine by indicators:
|
What
are the factors that the most lead to the teacher stress?
|
Descriptive
statistic, Frequency, Mean
|
|
To
determine the relationship between stress and health problem
|
Significant
relationship between stress and categories of health problem if p<0.05
|
What
is the relationship between level of stress and categories of health problem?
|
Spearman
|
|
To
explore the effect of stress in job performance among teachers.
|
Open-ended
question
|
How
does stress affect the job performance among teachers?
|
Coding
and Themes the answer
|
REFERENCES
(2015, May 1st). Retrieved from
http://www.healthworks.my/stressed
Bernama. (2015, February 18th). The Malaysian
Insider. Retrieved from Malaysian Stress Level Higher Than Global Average
Thanks to Traffic: http://www.themalaysianinsider.com
Bougie, U. S. (2013). Research Methods for
Business. Wiley.
Farrell, C. M. (2015). Working Conditions and
Workplace Barriers to Vocal Health in Primaty School Teachers.
Gardner, S. (2010). Stress Among Prospective Teacher:
A review of the Literature. Australian Journal of Teacher Education.
Griffin, R. (1990). Management Third Edition.
Hill, R. (1998). Stress and Fatigue - Their Impact
on Health and Safety in the Workplace. Occupational Safety and Health
Service of the Department of Labour.
Kyriacou. (1987). Teacher Stress: Directions for
future Research.
Lisa Flook, S. B. (2013). Mindfulness for Teachers: A
Pilot Study to Access Effects on Stress, Burnout, and Teaching Efficacy. Mind,
Brain and Education.
Malaysia Education Blueprint (Higher Education). (2015-2025). Ministry of Education Malaysia.
Manjula, C. (2007). A Study On Personality Factors
Causing Stress Among School Teacher.
Mohd Fadzli Abu Bakar, J. H. (2005). TEKANAN GURU
DALAM PENDIDIKAN DAN RESOLUSI PENYELESAIANNYA. Seminar Pendidikan 2005,
Fakulti Pendidikan, UTM.
Mohd Zuri Ghani, A. C. (2013). Stress Among Special
Education Teachers in Malaysia. 4th World Conference on Psychology,
Counselling and Guidance WCPCG-2013.
Nationwide, U. (2014). Stress Questionaires. Health
& Safety.
NYAMBONGI, P. M. (2013). CAUSES OF STRESS AMONG
TEACHERS IN PUBLIC SECONDARY SCHOOLS: A CASE OF PUBLIC SECONDARY SCHOOLS IN
STAREHE DISTRICT.
Professor Emeritus Töres Theorell, P. T.-G. (2006). Stress
and Cardiovascular Disease. European Heart Network.
Rebecca J. Collie, J. D. (2014). Teachers' beliefs
about social-emotional learning: Identifying teacher profiles and their
relations with job stress and satisfaction. Learning and Instruction.
Saleh, N. A. (2014).
Salkind, N. J. (2012). Exploring Research.
Pearson.
Sipon, S. (n.d.). Stress Kerja Guru: Punca, Kesan dan
Strategi Daya Tindak.
Stavroula Leka, P. A. (2003). Work Organization
& Stress. United Kingdom: Institute of Work, Health &Organizations.
Thangiyah, S. A. (2012). Occupational Stress and Its
Effect On Job Performance.
UNESCO.
(1995-2015). Retrieved from http://www.unevoc.unesco.org
QUESTIONAIRES
|
A1) Gender
( ) Male ( ) Female
A2) Status
( ) Single ( ) Married
( ) Widowed
A3) Religious
( ) Islam ( ) Chinesse (
) Indian ( ) Others
A4) Subject
teaching
( ) Bahasa Melayu ( ) English ( ) Mathematics ( ) Science ( ) Others
A5)
Teacher’s Position: ________________________
|
Instruction:
For each statement, please indicate the extent to which strongly disagree,
disagree, neutral, agree and strongly agree by tick (/) the appropriate box
that describe your opinion on stress affecting the health problems among teachers.
B1) Do
you ever suffer from any of the following?
|
Disease
Items
|
1
|
2
|
3
|
4
|
5
|
|
Headaches
|
|
|
|
|
|
|
Anxiety
|
|
|
|
|
|
|
Chest
pain/palpitations
|
|
|
|
|
|
|
Indigestion or
nausea
|
|
|
|
|
|
|
Sleeplessness
|
|
|
|
|
|
|
Irritability
|
|
|
|
|
|
|
Backache
|
|
|
|
|
|
|
Neck ache
|
|
|
|
|
|
|
Stomach disorders
|
|
|
|
|
|
|
Inability
to concentrate
|
|
|
|
|
|
|
Instruction:
For each statement, please indicate the extent to which strongly disagree,
disagree, neutral, agree and strongly agree by tick (/) the appropriate box
that describe your opinion on stress affecting the job performance among
teachers.
C1) Do
any of the following cause problems for you at work?
|
Items
|
1
|
2
|
3
|
4
|
5
|
|
Noise
|
|
|
|
|
|
|
Poor/inadequate lighting
|
|
|
|
|
|
|
Excessive heat
|
|
|
|
|
|
|
Excessive cold
|
|
|
|
|
|
|
Overcrowding
|
|
|
|
|
|
|
Poor ventilation
|
|
|
|
|
|
|
Dust or fumes
|
|
|
|
|
|
|
Poor maintenance
of equipment
|
|
|
|
|
|
|
Noise
|
|
|
|
|
|
|
Poor/inadequate lighting
|
|
|
|
|
|
C2) Do
you find any of the following cause problems?
|
Items
|
1
|
2
|
3
|
4
|
5
|
|
Inadequate break
times/mealtimes
|
|
|
|
|
|
|
Unsocial hours
|
|
|
|
|
|
|
Very heavy workload
|
|
|
|
|
|
|
Unfair distribution of work
|
|
|
|
|
|
|
Repetitive/boring work
|
|
|
|
|
|
|
Meeting deadlines
|
|
|
|
|
|
|
Job insecurity, eg threat of
redundancy
|
|
|
|
|
|
|
Poor supervision
|
|
|
|
|
|
|
Under-utilisation
of skills
|
|
|
|
|
|
C3)
Regarding working relationships, do any of the following cause you problems?
|
Items
|
1
|
2
|
3
|
4
|
5
|
|
Poor relations with supervisor
|
|
|
|
|
|
|
Poor relations with workmates
|
|
|
|
|
|
|
Harassment and/or
discrimination
|
|
|
|
|
|
|
Impersonal treatment
|
|
|
|
|
|
|
Lack of communication from
management
|
|
|
|
|
|
|
Working with the
public
|
|
|
|
|
|
|
Poor relations with supervisor
|
|
|
|
|
|
|
Poor relations with workmates
|
|
|
|
|
|
|
Harassment and/or
discrimination
|
|
|
|
|
|
|
Impersonal treatment
|
|
|
|
|
|
C4) How
much control do you feel you have over your job? Do you feel:
|
Items
|
1
|
2
|
3
|
4
|
5
|
|
You are able to plan your own
work
|
|
|
|
|
|
|
You can participate in decision
making
|
|
|
|
|
|
|
for your own job
|
|
|
|
|
|
|
You have some control over the
pace/
|
|
|
|
|
|
C5) Do
you feel you:
|
Items
|
1
|
2
|
3
|
4
|
5
|
|
Are underpaid
|
|
|
|
|
|
|
Are undervalued
|
|
|
|
|
|
|
Receive
appreciation for good work
|
|
|
|
|
|
C6) How
do you feel about your job in general? (Please tick (/) ONE only.
|
Items
|
(/)
|
|
I am completely happy and enjoy
my job
|
|
|
I sometimes feel dissatisfied
but generally enjoy my job
|
|
|
Most of the time I do not enjoy
my work
|
|
|
I have no
interest at all in my work
|
|
C7)If
you feel you are under stress, please tick which you feel is the main
contributory factor:
|
Items
|
(/)
|
|
Problems at work
|
|
|
Problems at home
|
|
Instruction:
For each statement, please indicate your feeling towards the effect of stress
towards job performance by writing it the answers below.
D1) The
main causes of stress in your job
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
D2) The
effects that these have on other workers and yourself
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
D3) The
steps you think could be taken to ease the situation
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
