The Stress in Work Performance of Teachers Who are Responsible for Programs Complying with Standard Criteria for Higher Education
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Abstract
Teaching is one of the most demanding careers a person can have. Long work hours outside the classroom, dealing with the students, and complying with university administration and standard criteria for education can create stress, mental, emotional, and physical anxiety. If the stress arises in the working life of the teachers continuously, teachers will respond in various ways such as; showing dissatisfaction in the job, low morale, reducing work efficiency, weak body, and exhaustion.
The research objectives were (1) to study the level of the stress, (2) to study the factors affecting the stress, (3) to find guidelines for reducing the stress, and (4) to propose the guidelines for solving the stress in work performance of teachers who are responsible for programs complying with standard criteria for higher education. The quantitative Research is 391 teachers who are responsible for the program of 25 of higher education institutes were selected by using a purposive sampling technique. The instrument used to collect the data was a questionnaire. The statistical devices applied for the data analysis were the percentage, means, standard deviation, and exploratory factor analysis. The qualitative research is 25 key informants who are executives or program administrators of higher education institutes. The instrument used to collect the data was an interview form. The statistical devices applied for the data analysis were the content analysis, frequency, and percentage. The research results were as follows:
The level of stress in aspect of working conditions affecting on work stress was moderate, x̄ = 3.07, S.D.= .865. Working conditions consisted of 4 factors; (1) progress and security career (2) relationships and motivation (3) organization policy, participation and communication, and (4) performance evaluation. The level of abilities in aspect of working performance of the teachers, who are responsible for educational programs was high, x̄ = 3.56, S.D.= .726. Abilities in work performance of teachers consisted of 7 factors; (1) preservation of art and culture (2) teaching, learning and student outcomes (3) academic service (4) research (5) curriculum quality (6) curriculum management, and (7) student development. The level of stress in aspect of stressful feelings towards the situations stress test was moderate, x̄ = 2.61, S.D.= .873. Stressful feelings of the situations stress consisted of 4 factors; (1) psychological and brain (2) physical (3) family and, (4) successful goal setting. The important guidelines for reducing the stress in work performance of teachers were; love of the profession, improve self-knowledge, develop work, improve teaching and learning by using technology, improve English skills, and develop student. The key guidelines for solving the stress in work performance of teachers were; the high-level executives had a vision that shows the potential, performance and identity of the university, identify strategies for the university, curriculum, and teaching and learning management.
Keywords: Stress, Teachers Stress, Stress in Work Performance, Work Performance
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