Exploring Stress Management Strategies among Agricultural Science Teachers in Abia State,Nigeria

Abstract

This study explores stress management strategies among Agricultural Science teachers in Abia State, Nigeria. The study adopted a descriptive survey research design. Four research questions guided the study, while the four null hypotheses formulated were tested at a 0.05 level of significance. A sample of 166 teachers was drawn from a population of 545 Agricultural Science teachers and principals from public senior secondary schools in Abia State. A questionnaire was used to collect data. It was validated by three experts in Agricultural Education and Psychology from Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria. The Cronbach Alpha reliability method was used to determine the reliability of the instrument, and a coefficient of 0.83 was obtained for all the items in the questionnaire. The researchers and three research assistants administered and retrieved the questionnaire upon completion. Data collected were analyzed using mean, standard deviation, and t-test statistics. It was found that inadequate staffing, overworking of lecturers, and poor salaries were common causes of stress, while planning and delivering instruction, conducting hands-on agricultural activities, among others, were occupational tasks that could predispose Agricultural Science teachers to stress. The study also found that stress can decrease students’ performance in Agricultural Science and that planning daily activities, building good relationships with colleagues, and maintaining good relationships with management were effective stress management strategies. Findings on hypotheses showed that there was no significant difference in the mean ratings of Agricultural Science teachers and principals on stress management strategies for Agricultural Science teachers in Abia State, Nigeria. It was therefore recommended that the Abia State Secondary Education Management Board should organize training on the causes, consequences, and strategies for mitigating stress to enhance teachers’ productivity and well-being.