Measuring science teachers' stress level triggered by multiple stressful conditions

Lilia Halim, Mohd Ali Samsudin, T. Subahan M Meerah, Kamisah Osman

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded as stressful conditions by science teachers. An occupational stress inventory of 25 items developed by Okebukola (1988) validation of the occupational stress inventory for science teachers. Science Teacher, was used to measure the science teachers' stress level in science teaching. A four point Likert scale ranging from 1 - 'no stress at all' to 4 - 'extreme stress' was used. Fifty-eight Malaysian secondary science teachers participated in the survey in which six volunteered to participate in the interview study. The data was then analyzed using the Rasch model to measure the level of stress caused by different kinds of stressful conditions. Even though 'overloaded science syllabus' was identified to be the basis of multiple stressful conditions, it was, however, difficult for the respondents to regard it as a stressful condition. On the other hand, the respondents found that 'having to teach difficult science topics' is easiest to be regarded as a stressful condition. It was shown that even though 'overloaded science syllabus' is the starting point for stress caused by multiple conditions, due to the availability of coping strategies which can be employed by the respondents, the stressor is minor in causing stress among teachers. On the other hand, when teachers lack the availability of coping strategies dealing with teaching difficult science topics, they easily feel stressful. One of the main recommendations to overcome stressful conditions is to provide the science teachers 'topic specific pedagogy' during in-service training.

Original languageEnglish
Pages (from-to)727-739
Number of pages13
JournalInternational Journal of Science and Mathematics Education
Volume4
Issue number4
DOIs
Publication statusPublished - Dec 2006

Fingerprint

teacher
science
occupational stress
Availability
syllabus
Rasch Model
Pedagogy
coping
Teaching
teaching situation
Minor
Recommendations
Extremes
Range of data
lack
interview
Strategy

Keywords

  • Multiple stressful conditions
  • Rasch model
  • Science teachers
  • Stress inventory
  • Topic specific pedagogy

ASJC Scopus subject areas

  • Education

Cite this

Measuring science teachers' stress level triggered by multiple stressful conditions. / Halim, Lilia; Samsudin, Mohd Ali; Meerah, T. Subahan M; Osman, Kamisah.

In: International Journal of Science and Mathematics Education, Vol. 4, No. 4, 12.2006, p. 727-739.

Research output: Contribution to journalArticle

@article{5df96ea6e8154b128cdb6509b05fa5e1,
title = "Measuring science teachers' stress level triggered by multiple stressful conditions",
abstract = "The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded as stressful conditions by science teachers. An occupational stress inventory of 25 items developed by Okebukola (1988) validation of the occupational stress inventory for science teachers. Science Teacher, was used to measure the science teachers' stress level in science teaching. A four point Likert scale ranging from 1 - 'no stress at all' to 4 - 'extreme stress' was used. Fifty-eight Malaysian secondary science teachers participated in the survey in which six volunteered to participate in the interview study. The data was then analyzed using the Rasch model to measure the level of stress caused by different kinds of stressful conditions. Even though 'overloaded science syllabus' was identified to be the basis of multiple stressful conditions, it was, however, difficult for the respondents to regard it as a stressful condition. On the other hand, the respondents found that 'having to teach difficult science topics' is easiest to be regarded as a stressful condition. It was shown that even though 'overloaded science syllabus' is the starting point for stress caused by multiple conditions, due to the availability of coping strategies which can be employed by the respondents, the stressor is minor in causing stress among teachers. On the other hand, when teachers lack the availability of coping strategies dealing with teaching difficult science topics, they easily feel stressful. One of the main recommendations to overcome stressful conditions is to provide the science teachers 'topic specific pedagogy' during in-service training.",
keywords = "Multiple stressful conditions, Rasch model, Science teachers, Stress inventory, Topic specific pedagogy",
author = "Lilia Halim and Samsudin, {Mohd Ali} and Meerah, {T. Subahan M} and Kamisah Osman",
year = "2006",
month = "12",
doi = "10.1007/s10763-005-9020-9",
language = "English",
volume = "4",
pages = "727--739",
journal = "International Journal of Science and Mathematics Education",
issn = "1571-0068",
publisher = "Springer Netherlands",
number = "4",

}

TY - JOUR

T1 - Measuring science teachers' stress level triggered by multiple stressful conditions

AU - Halim, Lilia

AU - Samsudin, Mohd Ali

AU - Meerah, T. Subahan M

AU - Osman, Kamisah

PY - 2006/12

Y1 - 2006/12

N2 - The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded as stressful conditions by science teachers. An occupational stress inventory of 25 items developed by Okebukola (1988) validation of the occupational stress inventory for science teachers. Science Teacher, was used to measure the science teachers' stress level in science teaching. A four point Likert scale ranging from 1 - 'no stress at all' to 4 - 'extreme stress' was used. Fifty-eight Malaysian secondary science teachers participated in the survey in which six volunteered to participate in the interview study. The data was then analyzed using the Rasch model to measure the level of stress caused by different kinds of stressful conditions. Even though 'overloaded science syllabus' was identified to be the basis of multiple stressful conditions, it was, however, difficult for the respondents to regard it as a stressful condition. On the other hand, the respondents found that 'having to teach difficult science topics' is easiest to be regarded as a stressful condition. It was shown that even though 'overloaded science syllabus' is the starting point for stress caused by multiple conditions, due to the availability of coping strategies which can be employed by the respondents, the stressor is minor in causing stress among teachers. On the other hand, when teachers lack the availability of coping strategies dealing with teaching difficult science topics, they easily feel stressful. One of the main recommendations to overcome stressful conditions is to provide the science teachers 'topic specific pedagogy' during in-service training.

AB - The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded as stressful conditions by science teachers. An occupational stress inventory of 25 items developed by Okebukola (1988) validation of the occupational stress inventory for science teachers. Science Teacher, was used to measure the science teachers' stress level in science teaching. A four point Likert scale ranging from 1 - 'no stress at all' to 4 - 'extreme stress' was used. Fifty-eight Malaysian secondary science teachers participated in the survey in which six volunteered to participate in the interview study. The data was then analyzed using the Rasch model to measure the level of stress caused by different kinds of stressful conditions. Even though 'overloaded science syllabus' was identified to be the basis of multiple stressful conditions, it was, however, difficult for the respondents to regard it as a stressful condition. On the other hand, the respondents found that 'having to teach difficult science topics' is easiest to be regarded as a stressful condition. It was shown that even though 'overloaded science syllabus' is the starting point for stress caused by multiple conditions, due to the availability of coping strategies which can be employed by the respondents, the stressor is minor in causing stress among teachers. On the other hand, when teachers lack the availability of coping strategies dealing with teaching difficult science topics, they easily feel stressful. One of the main recommendations to overcome stressful conditions is to provide the science teachers 'topic specific pedagogy' during in-service training.

KW - Multiple stressful conditions

KW - Rasch model

KW - Science teachers

KW - Stress inventory

KW - Topic specific pedagogy

UR - http://www.scopus.com/inward/record.url?scp=33845312328&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33845312328&partnerID=8YFLogxK

U2 - 10.1007/s10763-005-9020-9

DO - 10.1007/s10763-005-9020-9

M3 - Article

VL - 4

SP - 727

EP - 739

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1571-0068

IS - 4

ER -