Relationship between Stress and Teacher Job Satisfaction in Imo State

Abstract

The relationship between stress and teacher job performance is a crucial aspect of understanding the dynamics within educational settings. This study focuses on the relationship between stress and teacher job satisfaction in the Imo State. The correlation design was used for this study and the population consists of 3105 three thousand hundred five respondents who were gotten in public senior secondary schools in Owerri, Imo state. The sample size was 353 and a simple random sampling technique was employed. The instrument used for data collection was a twenty-item structured questionnaire on a 4-point Likert type developed and validated by experts in measurement and evaluation. The questionnaire was "Stress and Teacher Job Satisfaction in Imo State (STJSI). The instrument was validated and Cronbach alpha was used to determine the instrument's reliability index, which yielded 0.87. Three research questions and three hypotheses were used for the study. A Pearson product-moment correlation was used to answer the research questions and hypothesis. The findings show that the relationship between stress and teacher job satisfaction is often inversely proportional. High levels of stress can lead to decreased job satisfaction among teachers, as it can affect their overall well-being, job performance, and morale. This, in turn, can lead to teacher burnout, high turnover rates, and a negative school culture. It was recommended to encourage collaboration among teachers to share lesson plans, teaching materials, and instructional resources, reducing the burden of individual workload