TEACHER STRESS, JOB PERFORMANCE AND SELF EFFICACY OF WOMEN SCHOOL TEACHERS

Abstract

The present research was conducted to identify levels and sources of teacher stress, teachers 'job performance and self-efficacy of women school teachers. The study also explored the relationship between teacher stress, job performance and teacher selfefficacy. Another main objective of research was to jind out the moderator role of self effi cacy in teacher stress and job p erformance relationship. The research was carried out in three parts. Part I is concerned with the development and validation of scales. For the purpose of present research teacher stress inventory TSI, (Fimian, 1984) was adapted and translated into Urdu. This inventory is comprised of ten factors. Five factors measure the sources of stress and jive factors measure the manifestations of stress. Level of stress are measured on the basis of total stress score. The process of translation and adaptation was completed in two phases. For translation, back translation method was adopted. The psychometric properties yielded TSI-Urdu a reliable and valid measure. The alpha reliability for the total scale was ° .85. The internal consistency was further determined by inter scale correlations and item total correlations. Cross language validity was also determined. Another indigenous scale, TJPS was developed to measure teachers 'job performance. The analysis revealed TJPS as a reliable and valid measure. Principal component factor analysis revealed four factors for this scale. They are TS (Teaching Skills), MS (Management Skills) DR (Discipline and Regularity) and IS (Interpersonal Skills). The sufficient content andface validity was also found through the ratings of judges. The alpha reliability for TJPS was 0.94. The split half reliability was also determined to strengthen the internal consistency i.e.,0.87. Inter-rater correlations were computed for the purpose of cross validation of students' ratings for their teachers. For this purpose correlation coefficient was computed between the ratings by students, headmistresses and selfrating of teachers. The significant positive correlation was found between ratings by students and headmistresses (r = 0.89**) and rating by headmistresses and self- ratings (r = 0 .62**). The third scale Teacher Efficacy Scale (TES,' Ahmad, 2001) was modified III for the purposes of present research, through a committee approach. Modified TES was consisted of 16-items with two subscales i.e., Personal Efficacy (PE) and Teaching Efficacy (TE). The alpha reliability coefficient was determined as 0 .72 for total and 0 .61 and 0 .81 for PE & TE respectively. Item total correlation yielded significant internal consistency of scales. Part-II of the research (Pilot Study) was carried out on a small sample, in order to pre-test the scales developed in part-I and to find out any flaws that may interfere in the findings Part-III of the present research was the main study that was carried out on a relatively larger sample to have more authenticity and generalizability of the research. Main study was carried out with two independent samples i.e., teachers and students. Sample I was comprised of 330 women secondary school teachers from government and private schools of three cities i.e., Islamabad, Rawalpindi and Chakwal. Sample II was selected from 91 " and 101 " classes of the schools selected in sample 1. This sample was comprised of randomly selected 990 girl students. Results showed that teachers displayed moderate levels of stress, and highest scores were displayed on work related stressors. The significant negative correlation was found between teacher stress and job performance and teacher stress and teacher efficacy. The moderated multiple regression analysis revealed that high self-efficacy could playa moderator role in the relationship of teacher stress and job performance. The findings also showed that there were significant differences between government and private school teachers on levels of teacher stress, job performance and teacher efficacy. Government school teachers showed high levels of stress, poor job performance and low self efficacy as compared to private school teachers. The correlation was also found between teacher stress, job performance, self-efficacy and some job related and demographic variables i.e., marital status, family system, number of students, monthly income, age and job experience of teachers. T-test and ANOVA analysis showed differences between groups related to demographic variables. The findings indicated that these variables contribute significantly in teacher stress, job performance and self efficacy of women school teachers.