|dc.contributor.advisor||Bayeni, Sibusiso Douglas.||
|dc.description||Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.||en
|dc.description.abstract||In large numbers, teachers are reporting high levels of work-related stress. Surveys from
many countries reveal widespread concern about the effects of stress on teachers’ wellbeing
and willingness to stay in the profession.
The purpose of this study was to investigate coping strategies that teachers employ when
faced with stress in primary schools located in the North Durban Region of Phoenix.
Other related aims were to identify the causes of stress and the most significant factors
that contribute to teacher stress. Current research reveal that teacher stress has a
detrimental effect not only on their physical, mental, social and emotional well being, but
also on their efficiency and productivity in the teaching and learning situation.
Statistical analyses revealed that some of the main factors that contributed to teacher
stress were large classes, the frequent changes to the curriculum, administrative tasks and
the lack of motivation by learners to study. Teachers use a wide range of coping
strategies to deal with stress but very few find effective ways to counter the negative
effects of stress. Teachers reported that the most effective action that schools or the
government could take to reduce teacher stress was to decrease teachers’ workload.
These findings are in line with those reported in many western countries where the stress
caused by a heavy workload and coping with educational reforms have been very much
It is anticipated that the present study will be of benefit to teachers, administrators,
decision makers and other stakeholders in education.||en
|dc.title||An investigation of the coping strategies used by teachers to deal with stress.||en