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Masters Degrees (Psychiatry)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7065

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Browsing Masters Degrees (Psychiatry) by Subject "Job stress."

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    A cross-sectional study of teacher stress and job satisfaction among South African Indian teachers in the Durban area.
    (1990) Garbharran, Hari Narain.; Wessels, Wessel Hendrik.
    There is growing concern over the large number of Indian teachers in South Africa resigning from the profession to seek alternate employment or to emigrate. Despite this concern, very little empirical research has been undertaken to investigate the probable sources of stress and dissatisfaction among Indian teachers in this country. The present study was planned to investigate the incidence and association between emotional distress, work-related stress and job satisfaction among South African Indian teachers. The research design involved the analysis of data on Psychological Stress, Event Stress and Satisfaction with Teaching, which was obtained from a sample of 75 Indian teachers drawn from schools in the Durban area. Informed consent was obtained from the subjects prior to participation in the research. The 30-item General Health Questionnaire (GHQ), a Teacher Stress Questionnaire consisting of a 25-item Event Stress Inventory and a 25-item Satisfaction With Teaching Questionnaire, were administered. The following were the major findings: 1. The degree of emotional distress experienced by Indian teachers was significantly high. 2. Although the overall levels of work-related stress were high they were not significantly related to the number of years of teaching experience or to the mental health of the teachers. 3. There was a positive association between psychological distress and job dissatisfaction. The older teachers experienced greater psychological stress and job dissatisfaction. 4. Secondary school teachers were found to be experiencing more severe degrees of psychological distress, much higher levels of work-related stress and lower levels of job satisfaction than primary school teachers. The findings highlight the need for further research and have implications for therapeutic intervention.