Occupational Stressors, Coping Strategies and Job Satisfaction of Technical College Teachers in South East Nigeria
Caleb,
Emmanuel Ezekiel & Onwuka, Immaculater Akudo
Department
of industrial technology education
University
of Uyo,Uyo. Akwa Ibom State, Nigeria
http://orcid.org/0000-0002-8233-1764
Onwuka,
Immaculater Akudo
Department
of industrial technology education
University
of Uyo,Uyo. Akwa Ibom State, Nigeria
Abstract
This study
examined the moderating effect of coping strategies on the relationship between
work environment stressors and teachers’ job satisfaction in Technical Colleges
in South East Nigeria. Two specific objectives, two research questions and two
null hypotheses were stated to guide the study. The study utilized the correlational
research design. The population of the study was 360, comprised of Principals
and teachers from public technical college in South-East Nigeria. The sample
size was 176 respondents. A two-stage sampling procedure was employed for the
study. Two instruments were used for the study. The first instrument was
developed by the researcher. It was “Teachers Occupational Stress and Job
Satisfaction Questionnaire (TOSJSQ)” and the
COPE Inventory developed by Carver, et al (1989) was adopted for this
study. The instrument Teachers Occupational Stress and Morale Questionnaire,
TOSJSQ was subjected to a trial test using the Cronbach Alpha method of
determining reliability. The instrument was trial tested on 30 respondents who
are not part of the sample but are in the study area. The scores obtained from
the trial-test was subjected to Pearson product moment correlation (PPMC) alpha
analysis. The result gave a value of 0.88 for TOSJSQ. Structural equation
modelling (SEM) path analysis was used to answer research questions and to test
all the null hypothesis at .05 level of significance. Findings of the path
analysis shows a significant moderating effect of coping skills
on the relationship between role stressors and teachers’ job satisfaction in technical colleges. There is no significant moderating effect of coping
skills on the relationship between mistreatment and teachers’ job satisfaction.
The study recommends that Problem-focused coping will help teacher to deal
better with stress work situations, as such, teachers are advised to always
improvise and find practical ways to solve work related problems.
Keywords:
Occupational
stress, coping skills, teachers’ morale, problem-focussed coping,
emotion-focused-coping, avoidant coping, moderating effect, job satisfaction
Introduction
Occupational
stress is viewed simply as stress emanating from the work place. In educational
settings involving teachers, occupational stress is also viewed as workers’
physical and emotional reaction when experiencing any disparity between the
demands of work and their ability or resources to fulfil their educational
obligations/responsibilities in a highly qualitative way. Suraiya and Shakir
(2020) viewed occupational stress as a mental and physical condition with the
propensity to influence negatively the productivity, efficiency, effectiveness,
personal health and working quality of employees.
According
to Landy and Conte (2016), occupational stress is defined as the physiological
and psychological reactions that occur when an individual's adaptive
capabilities are exceeded by work demands. Occupational stress is the response
people may have when presented with work demands and pressures that are not
matched to their knowledge and abilities and which challenge their ability to
cope. Occupational stress is a major concern for organizations because it can
lead to a range of negative outcomes, including anxiety, depression, and
physical health problems. Stress can also impair cognitive functioning, leading
to decreased productivity and increased errors. Furthermore, chronic stress can
lead to burnout, a state of emotional, mental, and physical exhaustion.
Research evidence suggests that a significant inverse
relationship exists between work stress and job satisfaction, with higher
levels of work stress being associated with lower job satisfaction. Previous
research has consistently shown that job stress predicts job satisfaction;
higher work stress leads to lower job satisfaction (Lin, et al., 2024; Ahsan et
al., 2009; Yang et al., 2018). Córdova et al. (2023) remarked that the occupational stress experienced by
teachers is actually a combination of several factors and these factors are
interrelated. It was also found that the teacher stress is related to a number
of work, job, and organizational variables in terms of both predicted
directions and magnitudes. A work role consists of a pattern of behaviors perceived
by an employee as behaviors that are expected. When perceived work role
expectations are unclear, incompatible with other expected behaviors, or too
much to handle, role stress is said to occur (Lee, et
al, 2019). Role stress is typically broken down into three main types:
role ambiguity, role conflict, and role overload. Role ambiguity refers to a
situation in which employees are unsure about what their responsibilities are,
what behaviors are expected of them. Role conflict occurs when there is
incompatibility or incongruency in the requirements of a work role. Role
overload, consists of a scenario where employees have too many responsibilities
to juggle given their finite abilities and time constraints (Stepanek &
Paul, 2022).
Job
stressors in organizational studies are commonly known as role stressors.
Research revealed that improper role stressors management trigger individual
stress symptoms at the workplace, which in turn, threaten individual behavior
and job performance. Combined with life challenges
outside the school, varied roles and role stressors call for increased
resilience and role balance.Role
stressors, including excessive workload and role overload, can lead to burnout
among teachers, resulting in physical, emotional, and mental exhaustion
(Belizario, et al., 2024).
Individual teachers’
response to occupational stress is varied and the effect of stress, same stress
situation and work condition on teacher job satisfaction is most likely to be
different for the same scenarios. This implies that responses to stress are
shaped by personal characteristics as well as coping skills. Coping strategies
are the methods individuals use to handle the emotions and situations arising
from life changes, encompassing both problem-solving and emotion regulation
techniques(Varrier & Bismirty, 2025).
Coping strategies are behavioural and cognitive plan of action used to manage
crises, conditions, and demands that are appraised as distressing.
Teacher
mistreatment is broadly viewed as all negative interactions, whether between
teacher-teacher as well as teacher-administrator that has the potential to harm
a teacher's well-being and professional environment. Workplace
mistreatment-abuse are notably, nonviolent forms of abuse, encompassing behaviors like verbal or physical
harassment, emotional abuse,
sexual harassment, and abusive supervision by
students, parents, or administrators(Lang, et al, 2024). These actions can
manifest as rudeness, disrespect, or systematic
bullying and mobbing, leading to chronic fatigue,
emotional distress, and a detrimental impact on a teacher's ability to perform
their job.
Coping
skills are viewed as reactive and proactive. Reactive coping responds to the
stress at the time immediately not following any laid down steps. Proactive
coping on the other hand, aims to neutralize future stressors.
Proactive individuals excel in stable environments because they are more
routinized, rigid, and are less reactive to stressors, while reactive
individuals perform better in a more variable environment. Algorani and Gupta
(2024) defined coping skills as a set of relatively stable traits that
determine an individual's behavior in response to stress. Coping skills can be categorized into problem-focused
coping, emotion-focused coping, and maladaptive or avoidant coping.
Problem-focused coping addresses the problem causing the distress,
emotion-focused coping is geared towards reducing the negative emotions
associated with the problem. This includes positive reframing, acceptance,
turning to religion, and humor while maladaptive or avoidant coping skills
deals with coping mechanism that are associated with poor mental health
outcomes and higher levels of psychopathology symptoms. These includes
disengagement, avoidance and emotional suppression. Effective coping skills can help teachers
manage stress and promote their well-being, leading to improved job
satisfaction and student outcomes. Many of the coping mechanisms prove useful
in certain situations. Some studies suggest that a problem-focused pproach can
be the most beneficial; other studies have consistent data that some coping
mechanisms are associated with worse outcomes (Compas et al., 2017).
Coping
strategies, conceptualized as cognitive and behavioral efforts to manage
stress, are pivotal in mitigating the adverse effects of occupational stress.
As a moderating variable between occupational stress and job satisfaction,
coping skills provide the platform for studying how teachers respond to stressful
situations and how that could impact on their job satisfaction. Moderation
analysis allows researchers to test for the influence of a third variable,
(coping strategies) on the relationship between variables X and Y (occupational
stress and job satisfaction). Rather than testing a causal link between these
other variables, moderation tests for when or under what conditions an effect
occurs.
Statement
of the problem
There
are occupational stressors that are generic to all occupations. However, the
frequency of occurrence as well as severity of impact especially in less talked
about or less fashionable occupations such as teaching makes it worth
researching. This is to highlight the need for interventions. Teachers were
employed to teach with little focus on other roles outside the classroom.
However, increasing enrollment with stagnant employment in public technical
colleges in south east Nigeria, has increased the teaching workload and role
responsibilities of teachers aside classroom duties. From administrative
functions, extra-curricular activities supervision to team management (head of
units), the role responsibilities of teachers have increased. This is in addition
to the piling teaching responsibilities. This is heightening workplace stress.
Teachers are also battling with mistreatment from other teachers and parents
alike. Dealing with increasing workloads with datelines and mistreatment
creates a toxic environment that is harmful to both the health and job
satisfaction of teachers. The responses
of teachers to these stressors have been based on individual coping strategies
practiced. This study thus, seeks to determine how teachers are responding to
occupational stress using coping strategies and how it is impacting on their
job satisfaction.
Purpose
of the Study
The
purpose of the study was to determine the moderating effect of coping
strategies on the relationship between Occupational Stressors and job
satisfaction of technical college teachers in South East Nigeria. Subsequently,
the following specific objectives guided the study:
i.
To
establish the moderating effect of coping strategies on the relationship
between role stressors and Teachers’ job satisfaction in Technical Colleges in
South East Nigeria.
ii.
To
establish the moderating effect of coping strategies on the relationship
between mistreatment and Teachers’ job satisfaction in Technical Colleges in
South East Nigeria.
Research Questions
The
following research questions were raised to guide the study
i.
What
is the moderating effect of coping strategies on the relationship between role
stressors and Teachers’ job satisfaction in Technical Colleges?
ii.
What
is the moderating effect of coping strategies on the relationship between
mistreatment and Teachers’ job satisfaction in Technical Colleges in South East
Nigeria?
Research
Hypotheses
The following null
hypotheses guided the study
i.
There
is no significant moderating effect of coping strategies on the relationship
between role stressors and Teachers’ job satisfaction in Technical Colleges in
South East Nigeria
ii.
There
is no significant moderating effect of coping strategies on the relationship
between mistreatment and Teachers’ job satisfaction in Technical Colleges in
South East Nigeria.
Literature
Review
Theoretical framework
Person- Environment Fit
Theory of Stress (P-E Fit) by French and Caplan (1972)
This
study adopted the Person- Environment fit theory of stress (P-E Fit) as
propounded by French and Caplan (1972). The term person–environment fit was
first coined by French and colleagues in 1972 and it is based on the tennet
that behaviour is a function of a person and the environment, with both
entities bringing relevant attributes into the mix. It is mathematically
represented with the heuristic formula, B = f (P, E), in which he postulated
that the person (P) and environment (E) variables involved in the equation
represent specific, unique personal (work values, abilities) and environmental
(culture, work demands) characteristics. P-E Fit postulates that the person and
the environment combine to form an interactive system. P-E Fit theory then further specifies the
form of the interaction (or sum of parts) and outcomes thereof. The
“environment” in PE fit research can take many different forms, with
organizational environments being one of the many settings with which people
may fit or misfit. There are at least three mechanisms of how PE fit can
arise. These are described as tendencies to sort into or evoke
better-fitting environments and avoid non fitting ones (attraction),
create new or modify existing environments to facilitate fit (construction),
and react in accordance with or adjust to environmental demands to increase fit
(conformation; These three mechanisms coexist and appear similarly
relevant for nonhuman species and organisms and they can account for stability
and change in individuals’ traits and characteristics of their environments.
This
theory is related to this research based on the perspective that stress would
occur and that the well-being of staff and organization is most likely to be
affected, especially when there is a lack of fit in either or both individual
or work environment.
Conceptual
framework
Essentially,
job satisfaction refers to an individual's subjective evaluation of their work
experience, encompassing feelings of contentment, fulfilment, and happiness
derived from their job roles and work environment. Understanding the nuances of
job satisfaction is paramount, as it not only influences individual attitudes
and behaviours; but also has profound implications for organizational success
and performance outcomes(Baxi & Atre, 2024).
Job
satisfaction is a pleasurable emotional state that results from evaluating
one's employment or job experiences. It reflects the thoughts and feelings of
employees towards their employment or present job. As they consider their
responsibilities or engage in task activities, employees who are very satisfied
with their jobs feel good. While considering their responsibilities or
participating in their task activities, employees who are not satisfied with
their jobs feel uneasy(Sharma & Tripathi, 2023).
Occupational
stress is defined in terms of the relationship between a person and the
environment. Job Stress is a condition worth interacting with worker
characteristics to disrupt psychological or physiological homeostasis. The
normal situation conditions are job stresses and the disrupted homeostasis is
job-related strain. There are several classifications of stress, each based on
distinct aspects associated with it. The academic stress is distinguished as a
type of situational stress that arises in the educational context and is
related to the demands and requirements of the academic environment, among
others. Barbayannis et al. (2022)
note that academic stress can manifest in the form of anxiety, depression, and
emotional exhaustion, which can negatively affect students’ psychological
well-being. Additionally, recent studies such as Espinosa et al. (2020), showed that academic stress can have harmful
consequences on students’ performance, motivation, and self-esteem (Córdova et al., (2023).
Coping mechanisms are the strategies people often use
in the face of stress and/or trauma to help manage painful or difficult
emotions. Coping mechanisms can help people adjust to stressful events while
helping them maintain their emotional well-being (Verma & Chauhan, 2020).
Coping
involves adjusting to unusual demands, or stressors, and thus requires the
mobilization of greater effort and the use of greater energy than is required
by the daily routines of life. Coping usually involves adjusting to or
tolerating negative events or realities while attempting to maintain your
positive self-image and emotional equilibrium. Coping occurs in the context of
life changes that are perceived to be stressful. Coping patterns are important
because they facilitate a person's handling of a stressful experience. However,
all changes require some sort of adaptation. Changes are stressful because
changes require us to adjust and to adapt (Saga, 2020).
Methodology
The correlational
research design was employed for the study. The area of the study is south-east
Nigeria. The population of the study was 360 which comprised 334 technical
college teachers and 26 Principals of the 15 public technical colleges in
South-East Nigeria.The sample size was 176 respondents, comprising of 150
technical college teachers and 26 Principals of public technical colleges in
South-East Nigeria. A two stage sampling
procedure was employed for the study. First, cluster sampling was used to
sample each state to make a cluster. Thereafter, proportionate sampling was
used to select the respondents for the study from each State. The principals
were not sampled as the population was of manageable size.
Two
instruments were used for the study. The first instrument was developed by the
researcher. It was “Teachers Occupational Stress and
Job Satisfaction Questionnaire (TOSJSQ)”.
The instrument was designed with a four point rating scale to elicit
information from technical college teachers on the types of stress they
encounter at work. The instrument options were Strongly Agree (SA), Agree (A),
Disagree (D) and Strongly Disagree (SD).
The
second instrument, COPE Inventory developed by Carver, et al (1989) was adopted
for this study. The COPE inventory assesses the different ways in which people
respond to stress. The Brief-COPE is a 28 item self-report questionnaire
designed to measure effective and ineffective ways to cope with a stressful
life event.
Validation of the
Instrument
The
COPE Inventory is a standardized scale validated by Poulus et al. (2020). The
instrument developed by the researcher Teachers Occupational Stress and Job
Satisfaction Questionnaire, (TOSJSQ) was face validated by three experts from
the University of Uyo, Uyo, Akwa Ibom State.
The
instrument Teachers Occupational Stress and Job Satisfaction Questionnaire, TOSJSQ
was subjected to a trial test using the Cronbach Alpha method of determining
reliability. The instrument was trial tested on 30 respondents who are not part
of the sample but are in the study area. The scores obtained from the
trial-test was subjected to Pearson product moment correlation (PPMC) alpha
analysis. The result gave a value of 0.88 for TOSJSQ. Poulus et al. (2020) established a Cronbach
alpha average alpha of .79 for COPE Inventory.
Structural
equation modelling (SEM) path analysis was used to answer research questions
3-10 and to test all the null hypothesis at .05 level of significance.
Presentation of Findings
Research Hypothesis 1
There is no
significant moderating effect of coping skills on the relationship between role
stressors and teachers’ job satisfaction in technical colleges in South East
Nigeria
Table
1: Summary of Structural Equation Modelling
Test for Significant Moderating Effect of Coping Skills on the Relationship
Between Role Stressors and Teachers’ Job
Satisfaction in Technical
Colleges
Regressions:
Variances:
Estimate Std.Err
z-value P(>|z|) Std.lv
Std.all
.PFC 0.150 0.018
8.346 0.001 0.150
0.864
.EFC 1.275 0.158
8.092 0.001 1.275
0.847
.AC 0.734 0.082 8.987
0.001 0.734 0.922
Defined Parameters:
Estimate Std.Err
z-value P(>|z|) Std.lv
Std.all
indirect 0.470 1.037 0.454 0.650
0.470 0.350
total 0.259 0.099 2.609
0.009 0.259 0.193
Source:
Researcher’s field work, 2025
The
result of the structural equation modelling reveals that the indirect path,
that is, effect of coping strategies on job satisfaction is positive but not
significant with a z-statistics of 0.454 at p>.05.650. The total
effect, that is, when considering role stressors and coping skills, is positive
and significant with a z-statistics of 2.609 at p<.05.009. Thus,
there is a significant moderating effect of coping skills on the
relationship between role stressors and teachers’ job satisfaction in technical
colleges in South East Nigeria.
Research
Hypothesis 2
There is no
significant moderating effect of coping skills on the relationship between
teacher mistreatment and job satisfaction in technical colleges in South East
Nigeria
Table 2: Summary of
Structural Equation Modelling Test for significant moderating effect of coping
skills on the relationship between teacher mistreatment and Job Satisfaction in technical colleges.
Regressions:
Variances:
Estimate Std.Err
z-value P(>|z|) Std.lv
Std.all
.PFC 0.162 0.019
8.720 0.001 0.162
0.932
.EFC 1.498 0.160
9.340 0.001 1.498
0.995
.AC 0.560 0.145 3.860 0.001
0.560 0.704
Defined Parameters:
Estimate Std.Err
z-value P(>|z|) Std.lv
Std.all
indirect 0.222 0.170
1.304 0.192 0.222
0.238
total 0.001 0.070
0.001 1.000 0.001
0.000
Source:
Researcher’s field work, 2025
The
result of the structural equation modelling reveals that the indirect path,
that is, effect of coping strategies on job satisfaction is positive but not
significant with a z-statistics of 1.304 at p>.05.192. The total
effect, that is, when considering teacher mistreatment and coping skills, is
positive but not significant with a z-statistics of .001 at p>.05.1.0. Thus,
there is no significant moderating effect of coping skills on the
relationship between teacher mistreatment and job satisfaction in technical
colleges in South East Nigeria.
Discussion of findings
Findings from analysing
the related research question shows that there is a strong positive effect of Problem-focussed
coping, emotion focussed coping and avoidant coping on the relationship between
role stressors and teachers’ job satisfaction.
This shows that as coping skills increase with role stressors, job satisfaction of teachers also increase. The related hypothesis test indicates
that there
is a significant moderating effect of coping skills on the relationship between
role stressors and teachers’ job satisfaction in technical colleges in South
East Nigeria. The path also shows that the
indirect effect of coping skills on morale, indicating that coping skills has a
strong positive effect on teachers’ job satisfaction. Roles are modes of job enrichment and the
extent, to which teachers fulfil their role responsibilities, is indicative of
their leadership and administrative skills. Thus, whether the role is stressful
or not, teachers often try to ensure that they meet the demands of such roles
using all coping mechanisms available. Avoidant coping could be for
non-essential tasks and for sequenced activities whose time has not come yet.
emotion focused coping could also be applied to rationalize thoughts and
actions while aiding in putting things and events into perspective and
problem-focused coping could be used to tackle situations head on.
This finding agrees with
Din et al. (2019) who found that role
stressors significantly predicted overall level of job stress (JS) and job
satisfaction (JSF). Role stressors significantly predicted overall level of JS
and JSF. JS was also found to partially mediate the relationship between role
stressors and JSF.
This finding is however, in variance
with Tang and Vandenberghe (2021) who found that role overload triggered
psychological strain, which undermined performance. Coping acted as a buffer on
role overload, but not on role ambiguity or role conflict.
Moderating Effect of Coping Skills
on the Relationship between Teachers Mistreatment and Teachers’ Job Satisfaction in Technical Colleges
Findings
from analysis shows a strong positive effect of
problem focused coping (PFC), emotion focused coping and avoidant coping on the
relationship between
teacher mistreatment and job satisfaction.
The result shows the direct and indirect effects. The relationship between
teacher mistreatment and morale is negative. This shows that as teacher
mistreatment increases, job satisfaction decreases. The path analysis further
revealed an indirect strong positive effect of coping skills on teachers’ job
satisfaction when mediated through mistreatment. The hypothesis test confirms
that there is no significant moderating effect of coping skills on the
relationship between teacher mistreatment and job satisfaction in technical
colleges in South East Nigeria. Coping skills can help workers deal with
mistreatment at work and also improve their job satisfaction. However, in cases
where the mistreatment is systemic and continuous, it wears out the recipient
and weakens morale no matter how one tries to deal with it. This could lead to
psychological breakdowns which in effect, influences morale negatively.
This
finding is further supported by Mehmood et
al. (2024) whose study examined the effects of workplace bullying and
incivility on employee performance in the presence of perceived psychological
wellbeing (PWB), with the moderating role of perceived organizational support
(POS) considered for both independent variables and employee performance (EP).
The results of the study indicate that workplace mistreatment have adverse
effects on employee performance and that PWB mediates these relationships.
Moreover, perceived organizational support moderates the relationship between
both predictors and the employee performance criterion. This shows that emotion
focused coping is essential for handling workplace mistreatment.
The findings
is also in line with Naman (2016) whose findings revealed that work place
mistreatment is negatively related to job satisfaction and positively related
to employee turnover. This is similar to the findings of the study, where
mistreatment negatively impacts morale.
This
study is an important step forward in understanding how occupational stress
relates to the morale of technical teachers in south east Nigeria. It has very important significance
for technical teachers who want to ease their professional pressure and reduce
their level of job burnout. First, it shows that coping skills serves as a
mediating role between occupational stress and job satisfaction, which
highlights the important role of coping skills in the occupational stress and
morale of teachers. The study concludes that coping skills has a negative
moderating effect on the relationship between occupational stressors and job
satisfaction of technical college teachers.
The outcome of the study is that
while coping skills may help technical college teachers manage role stressors,
mistreatment and occupational stress, it
may not necessarily make them feel good or improve their job satisfaction. Where coping skills are involved, it does not
always lead to heightened job satisfaction, but optimum job performance. The
goal of coping skills is to perform tasks not to boost job satisfaction.
Educational Implications
of Findings
This study has highlighted salient
issues bordering on stress, identifying prevalent occupational stressors among
technical college teachers. It has become imperative that student-teachers be
exposed to the concept of stress as a motivator and de-motivator with all of
its attendant effect, particularly on morale, job satisfaction and personal
wellbeing. The implications of the findings is that certain work conditions can
be challenging, but with psychological (emotional focused coping) and practical
steps (problem-focused coping) technical college teachers can navigate such
situations and still perform their job tasks effectively. However, there is
need to inculcate managing stressful situations by teachers. Supporting teacher
morale and mental health is always important, but this is especially true after
a time of crisis. School leaders still need to be aware of and find ways to
support teacher morale and mental health. A better understanding of the role of
stress and coping should lead to more specific and effective methods of stress
management.
Recommendations
It
is recommended based on the findings and conclusions of this study that:
i.
Principals
and state technical schools board should provide training for teachers on
occupational stress management and coping skills. This is essential to help
them develop self-efficacy, skills in managing stressful work condition and
better prepare them for the emerging work environment.
ii.
Technical
college teachers are admonished to apply different coping skills in the
performance of their role responsibilities, as it helps in role stressors.
iii.
This
study recommends that working condition of technical college teachers should
continually be improved upon by the ministries of education and relevant
government agencies.
iv.
In
managing stress at the workplace, principals and administrators are admonished
to focus on Identification
of Stress Factors by conducting surveys and interviews
to identify the main sources of stress in the workplace. Thereafter, they
should develop an action plan
for stress management. Continuous
training on stress management and well-being for all staff should be
constituted. It is also imperative for regular monitoring and Review of the effectiveness of the implemented
strategies and make adjustments as necessary.
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