Job Stress and its Predictors among Malaysian Teachers

Introduction

Job stress is a widespread problem that affects many professions, including teaching. Teaching, in particular, involves high levels of stress due to its demanding nature, the need to juggle multiple responsibilities, and the pressure to achieve educational goals. This study, titled “Job Stress and its Predictors among Malaysian Teachers,” examines the factors contributing to stress among secondary school teachers in Selangor, Malaysia. It explores how stress is related to depersonalization, workload, interpersonal relationships, and the working environment.

Content

Background and Significance

Teachers are the foundation of the education system, and their well-being directly impacts student success. Stress among teachers arises from both internal and external factors, affecting their mental and physical health. Although studies on teacher stress in Malaysia exist, they are limited, especially in Selangor. This study addresses that gap by focusing on this specific region.

Methodology

The research uses a quantitative method, distributing questionnaires to 2,259 teachers from 15 secondary schools in the Petaling Utama district. The survey collects data on stress-related factors such as depersonalization, workload, interpersonal relationships, and the working environment.

Key Findings

• Depersonalization:
  The study found a strong link between depersonalization and stress. Teachers experiencing higher depersonalization levels report increased stress.
• Workload:
  A heavy workload is a significant stress contributor. Teachers with excessive administrative and teaching duties experience higher stress levels.
• Interpersonal Relationships:
  Interestingly, a positive relationship between interpersonal relationships and stress was observed. This could be due to the conflicts and complexities of workplace interactions.
• Working Environment:
  A supportive working environment reduces stress. Teachers in well-organized and resourceful schools experience lower stress levels.

Conclusion

Stress among secondary school teachers in Selangor is significantly affected by depersonalization, workload, interpersonal relationships, and the working environment. Comprehensive stress management strategies tailored to teachers’ needs are necessary to address these issues.

Recommendations

• Stress Management Programs: Schools should implement structured programs to help teachers manage stress effectively. These can include workshops on time management, relaxation techniques, and regular stress assessments.
• Administrative Support: Reducing administrative burdens on teachers by delegating non-teaching tasks to support staff can alleviate stress.
• Positive Work Environment: Fostering a supportive and collaborative work environment is essential. This includes fostering good relationships among colleagues and ensuring teachers access to necessary resources and school management support.
• Counseling and Support: Schools should provide teachers with counseling services, offering professional support to help them cope with stress and other related issues.

Future Research

The study suggests that future research should adopt longitudinal methods to observe the long-term effects of stress on teachers. Additionally, expanding the scope to include teachers from different regions and educational levels can provide a more comprehensive understanding of the stress factors affecting educators in Malaysia.