Teaching Stress on In-service Teachers’ Motivation - Its Implication for Quality Education in Ethiopian Secondary Schools

Q: What was the main aim of the study?

To assess teaching stress on in-service teachers’ motivation and determine its implication for quality education in Ethiopian secondary schools.

Q: How was the study conducted and who were the participants?

It used a correlational design with questionnaires. Stratified random sampling selected 358 in-service teachers from 1,078.

Q: What did the study find about teaching stress and teacher motivation?

Most teachers reported frustration with teaching stress (about 69%) and poor motivation (about 79%), and many felt they could not take responsibility for low student results (about 70%).

Q: How does teaching stress relate statistically to teachers’ motivation?

A statistically significant strong negative relationship was found between teachers’ motivation level and stress causes such as workload, resource constraints, time pressure, student misbehavior, and large class size, with p < 0.05.

Oct 15, 2026

Uploaded by Mabel

The study assesses teaching stress among in-service teachers and examines how it affects their motivation and, in turn, quality education in Ethiopian secondary schools. A correlational research design is used, surveying 358 in-service teachers sampled from 1,078 via stratified random sampling through questionnaires. Results show about 69% are frustrated by teaching stress, roughly 70% fail to feel responsible for low student outcomes, and around 79% report poor motivation in teaching. Strong negative links emerge between motivation and stress causes, including workload, resource constraints, time pressure, student misbehavior, and large class size, with p < 0.05.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Study Aim and Research Design

Sampling and Data Collection

Findings and Relationships

Implications for Quality Education

Teaching Stress on In-service Teachers’Motivation: Its Implication for Qualityeducation in Ethiopian Secondary Schools Gemechu Abera Gobena Assoc. Prof., Haramaya University, College of Education and Behavioural Sciences Department of Psychology, Ethiopia, East Africa, [gemechugobena127@gmail.com](gemechugobena127@gmail.com) The study aimed at assessing teaching stress on in-service teachers’ motivation and its implication for quality education in Ethiopian Secondary Schools. A correlational research design was employed. The target population for this study was one higher learning institution’s three college in-service teachers who attend their upgrading degree. 358 in-service teachers were sampled out of 1078 by stratified random sampling technique to collect pertinent information through a questionnaire. Firstly, about 69% ofthe in-service teachers were frustrated by teaching stress; secondly, about 70% of them failed to feel responsible for low results scored by students; thirdly, about 79% of them were poorly motivated in the teaching profession. Finally, it was found that there was statistically a significant strong negative relationship between teachers’ level of motivation and causes of stress (workload, resources constraints, time pressure, students misbehavior and large class size), ρ (354) = - .75**, ρ (354) = .73**, ρ (354) = - .72*, ρ (354) =.72** and ρ (354) = - .80**, p < 0.05. Therefore, to sustain the quality education in Ethiopia, all education stakeholders should search for mechanisms to minimize teaching stress and increase teachers’ motivation through providing professional training, incentives, and privileges in type and in kind. Keywords: Haramaya University, quality-education, psychology, stress, teaching INTRODUCTION Teaching-stress is a widespread feature of work in the teaching profession. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, head teachers, parents, and inspectors, elicit hostile emotions from teachers and appear tobe a source of stress in teaching (Geoff, 2020) . Some commentators have used labour process theory to argue that the intensification of work and government policies promoting managerialism in schools are the roots of the problem. Geoff (2020) argued that while intensification of teachers' work is certainly involved in eroding positive staff relationships, it is also the changing trust relations in high modernity that are shaping the social relations of low-trust schooling, and impacting negatively on teachers' physical and emotional well-being and their collegial professional relations and motivation towards their motivation. In supporting these ideas Adelabu (2005:76) stated,“There are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation”. Teachers need to know how this conceptual knowledge relates to the classroom and to their instructional role in the classroom. They also need to know how to rely on this knowledge when dealing with issues that involve motivational concerns and when making instructional decisions (Gobena, 2020) . They are very much important instruments in education. They are also the pivot on which the educational process hangs. They play a major role in the whims and caprices of the educational system. They can influence the teaching-learning outcomes either positively or negatively Citation: Gobena, G. A. (2022) . Teaching stress on in-service teachers’ motivation: Its implication for qualityeducation in Ethiopian secondary schools. Anatolian Journal of Education, 7(2), 143-156. [https://doi.org/10.29333/aje.2022.7212a](https://doi.org/10.29333/aje.2022.7212a) because they determine the quality of instructional delivery and influence quality education when it comes to the implementation of the curriculum and educational policies. They are to be considered when addressing

FAQs

What was the main aim of the study?

To assess teaching stress on in-service teachers’ motivation and determine its implication for quality education in Ethiopian secondary schools.

How was the study conducted and who were the participants?

It used a correlational design with questionnaires. Stratified random sampling selected 358 in-service teachers from 1,078.

What did the study find about teaching stress and teacher motivation?

Most teachers reported frustration with teaching stress (about 69%) and poor motivation (about 79%), and many felt they could not take responsibility for low student results (about 70%).

How does teaching stress relate statistically to teachers’ motivation?

A statistically significant strong negative relationship was found between teachers’ motivation level and stress causes such as workload, resource constraints, time pressure, student misbehavior, and large class size, with p < 0.05.

Oct 15, 2026

Uploaded by Mabel