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Project Topic:

INFLUENCE OF SELF ESTEEM, SELF EFFICACY AND COPING ON PSYCHOLOGICAL WELLBEING AMONG SECONDARY SCHOOL TEACHERS IN IBADAN CENTRAL, OYO STATE

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 70 ::   Attributes: Questionnaire, Data Analysis,abstract, table of content, references ::   178 people found this useful

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CHAPTER ONE

  1. INTRODUCTION

1.1   BACKGROUND OF STUDY

Teacher stress has increasingly been recognized as a widespread problem in different educational settings (e.g., Boyle, Borg, Falzon, & Baglioni, 2005; Dick & Wagner, 2001; Kyriacou, 2001). Compared to the general population, teachers are at risk for higher levels of psychological distress and lower levels of job satisfaction (Travers & Cooper, 2006; Schonfield, 2000). Borg (2000) also reported that up to one third of teachers perceive their occupation as highly stressful. Although the reasons may differ, all teachers may experience stress in their job (Jennett, Harris & Mesibov, 2003).

However, even encountering similar work stress, some teachers may be less vulnerable to stress than others. Therefore, it seems natural that one should raise the question as to why some teachers could be less vulnerable to stress than others in the face of similar work stress. In this connection, an examination of personal resources in coping and managing one’s affective experience seems advisable. One personal coping resource that is the concern of the present study is self-efficacy.

Bandura (2005) stated that people with high efficacy beliefs persisted with the task in the face of difficulty and achieved higher results with lower levels of stress. Besides, self-efficacy beliefs can augment human accomplishment and well-being in numerous ways (Pajares, 2002). This is particularly true when it comes to professions such as teaching, with its emotionally challenging nature, high levels of affective involvement, complexity and constant interaction.

However, a review of the related literature reveals that self efficacy has not received attention in the study of teacher stress in the realm of EFL teaching. Definitely, the scarcity of research in this area provides a convincing rationale to undertake further investigation into examining the relationship between EFL teachers’ self efficacy and their stress.

Even though the teachers’ professional competency contributes a lot to their effectiveness, the role of psychological well-being in terms of teacher effectiveness cannot be denied. One of the important indicators of employees’ psychological wellbeing in job-settings is the degree of job burnout. The problems teacher come across in school settings can lead them to experience job burnout syndrome (Tuğrul & Çelik, 2002). When the literature about job burnout is reviewed, it can be discerned that there has been a growing interest about job burnout experienced by teachers.

This situation has led the researchers to conduct more studies to discern variables related with this syndrome to understand the matter more deeply (Betoret, 2006). Burnout syndrome, which is characterized by the exhaustion of employees’ emotional resources, negative attitudes towards service recipients and decrease in the feeling of personal accomplishment, particularly influence those employees who must have frequent face to face contact with service recipients because of the inherent characteristics of their job sector (Maslach & Jackson, 2001).

One of the leading of such sectors is education, in which there is an intense teacher-student interaction. Even though this characteristic of education sector can have a bad impact on teachers in terms of job burnout, it is impossible to claim that all the teachers experience this syndrome. So, it is important discern those personal characteristics which protect them from negative effects of burnout (Kokkinos, 2007).

1.2   STATEMENT OF THE PROBLEM

Teachers experience stress when the demands of the situation exceed their ability to cope with these demands. Major among these could be: teaching unmotivated students; sustaining discipline in the classroom; a demanding workload; being exposed to frequent, changes; being evaluated by others; undergoing difficult or challenging relationships with colleagues and administrators, and poor working conditions. Finally, several researches has been carried out on teacher Stress and Coping: the role of personal and job characteristics but not even a single research has been carried out on the influence of self esteem, self efficacy and coping on psychological wellbeing among secondary school teachers in Ibadan central, Oyo state.

1.3   AIMS AND OBJECTIVES OF STUDY

        The main aim of the study is to determine the influence of self esteem, self efficacy and coping on psychological wellbeing among secondary school teachers. Other specific objectives of the study include;

  1. to determine the factors affecting self esteem, self efficacy and coping on psychological well being among secondary school teachers in Ibadan central, Oyo state.
  2. to determine the effect of self esteem, self efficacy and coping on the psychological well being of secondary school teachers in Ibadan central, Oyo state.
  3. to determine the extent to which the psychological well being of secondary school teachers in Ibadan central of Oyo state is being affected through self esteem, self efficacy and coping.
  4. to proffer possible solutions to the problems.
    1. RESEARCH QUESTIONS               

1     What are the factors affecting self esteem, self efficacy and coping on psychological well being among secondary school teachers in Ibadan central, Oyo state?

2     What is the effect of self esteem, self efficacy and coping on the psychological well being of secondary school teachers in Ibadan central, Oyo state?

3     What is the extent to which the psychological well being of secondary school teachers in Ibadan central of Oyo state is being affected through self esteem, self efficacy and coping.

4      What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

H0:   Self esteem, self efficacy and coping have no significant effect on the psychological well being of secondary school teachers.          

H1:      Self esteem, self efficacy and coping have a significant effect on the psychological well being of secondary school teachers.

1.6   SIGNIFICANCE OF STUDY

        The study of influence of self esteem, self efficacy and coping on psychological well being among secondary school teachers will be of immense benefit to the entire Oyo state in the sense that it will educate the academic board and the entire government to look for means in which teachers stress can be lessen, for instance; those teachers that need helping hand in the practical section while they handle the theory part of it or vice versa. The study will also enable the government to make available the teaching aids that could be of help to effective teaching and learning process. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1.7   SCOPE OF STUDY

        The study on the influence of self esteem, self efficacy and coping on psychological well being among secondary school teachers is limited to Ibadan central, Oyo state.

1.8   LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Self Esteem:    Self-esteem reflects an individual's overall subjective emotional evaluation of their own worth. It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, as well as emotional states, such as triumph, despair, pride, and shame.

Self Efficacy:   Self-efficacy is an individual's belief in their innate ability to achieve goals.

Coping:    In psychology, coping means to invest own conscious effort, to solve personal and interpersonal problems, in order to try to master, minimize or tolerate stress and conflict. The psychological coping mechanisms are commonly termed coping strategies or coping skills.

Psychological: Relating to, characteristic of, directed toward, influencing, arising in, or acting through the mind especially in its affective or cognitive functions psychological phenomena the psychological aspects of a problem.

Well Being:      The state of being comfortable, healthy, or happy.


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Paper Information

Format:ms word
Chapter:1-5
Pages:70
Attribute:Questionnaire, Data Analysis,abstract, table of content, references
Price:₦3,000
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