STRESSES EXPERIENCED BY SCHOOL TEACHERS
INVOLVED IN ADULT LEARNING
Abstract Adult learners are an increasingly important segment of
the population. They perceive education as an ongoing process and there is a
demand for appropriate learning situations for them. The adult brings to the
learning situation a diversity of experiences on which to build and assimilate
new knowledge. The evidences of this study reveal that the adult's world is
filled with responsibilities incurred by work, family and friends. Because
these factors are competing with education, the individual is faced with the
dilemma of being a worker and parent/student. Those in teaching profession
encounter many stresses which are physically demanding
and emotionally taxing. Moreover, personal study and assignment deadlines are
other contributing factors to the levels of stress. The semistructured
interview was conducted of 92 school teachers who were students of Master level
degree program for the session 1993-94 at the
Stresses Experienced by School teachers
Involved in Adult Learning
In this century society has become a knowledge
society. In a society that is rapidly changing through advances in technology,
many adults have found it necessary to undertake further study within their
chosen fields. Those in career related study programs are there either through
force or choice. Whatever the motivation, all will encounter a degree of stress
from other sources such as family, friends, or work.
Theoretical Constructs
Adult Learner
An adult may be defined biologically, socially, legally, or psychologically. In learning, Knowles (1990) notes it is the psychological view, that of being responsible for one’s own life, which is important. Learning is defined as acquiring wisdom, knowledge or skill through experiences (Ilson, Crystal, Wells, and Long: 1988). The adult learner, therefore, may be defined as one who has taken responsibility for gaining these attributes by participating in various activities.
Role of Motivators
According to Tough (1979) because adults are
normally motivated to keep growing and developing, intrinsic motivators are the
most effective for learning. The need to bolster self-esteem,
experience greater job satisfaction and improve life’s quality are
example of these. Extrinsic motivators, such as job promotion and higher pay,
do motivate. Smith (1985) posited that personal recognition of the need to
re-evaluate goals, and improve quality of life and usefulness, are potent
internal motivators for adult learners.
Houle (1980) identified three
types of learning motives: (1) activity-oriented, (2) goal-oriented, and (3)
learning-oriented. He further pointed out that one of which is usually foremost
in the adult learner’s activity. Aslanian and Brickell (1980) classified motives as either global or
specific, with global being such categories as family, career or leisure, while
specific motives were expressed as to become better qualified, to prepare for a
new job and to become better qualified for the job currently hold.
Obstacles to Learning
Regardless of the learning styles, strategies, and
motivation, there are definite obstacles to earning that adult face. Arnett
(1989) noted that many adult learners are part time students. The remainder of
their day is filled with such activities as work responsibilities and family
anxieties. Long (1990) explained that the added responsibilities distracts the
attention which may lead to increased frequency of indifferent health and
subsequent non-attendance. He further pointed out that adult learners have a
dual role, that of worker and parent / student. The role of worker / parent,
however, assumes priority over that of the student.
Jensen (1989) viewed that risk of failure is a block
to learning for negative personality traits can make study habits difficult or
impossible. He concluded that the dual responsibilities of being a worker and
parent / student places, at times, unreasonable constraints upon adult learner,
who must subsequently forego the latter role of student in order to cope with
the former.
Stress and its Management
According to Montgomery and Evans (1987) stress is
the application of some force or pressure. Ilson et
al., 1(1988) defined stress as tension resulting from a mentally or emotionally
disruptive influence. Stress may have positive and negative effects. The
negative effect, distress, is when one feels anxious and suffers a variety of
physical and psychological disorders. The intensity and frequency to which one
is exposed to distress, and the individual’s ability to adjust, will determine
whether stress escalate into burnout (Sarros and Sarros: 1991).
Freudenberger (1980) has noted that those
in the helping professions of medicines, police and teaching suffer high level
of stress from constant pressure which are emotionally
taxing and physically exhausting. Chruden and Sherman
(1984) concluded that it is not the individual employee above who pays for
excessive stress that is job related. Organizational costs in the form of
accidents, tardiness, absenteeism, turnover, and medical claims for
psychological injury also are high.
Albrecht (1979) evidenced that women are less likely
to suffer stress-related illnesses than men in similar jobs. He further
concluded that women find it easier to vent their emotions and verbalize their
frustration at work. Because of cultural conditioning, men consider it to be a
sign of weakness to admit dissatisfaction and disappointment.
Quick and Quick (1979) have made a careful study of
stress in organizational setting. According to them the major sources of stress
in organizations (organizational stressors) involve role factors, job factors,
physical factors, and interpersonal factors. These stressors give rise to
either the fight or flight reactions,
Methodology
Ninety two school teachers (male and female) who
were students of Master of Education degree programs for the session 1993-94 at
Institute of Education and Research, University of the Punjab, contacted for
interview basing on semi structured questionnaire (Annexture:
A). Participation was voluntary and anonymous of those teachers interviewed,
fifty two were male and forty female, ranging in age from thirty seven and
above but less sixty years. At the time of studying all were on study leave.
A semistructured
questionnaire (Annex: A) was developed. The questionnaire consisted of items
determining four profiles: (1) personal demographics (age, sex, marital status), (2) factors of motivation to study, (3)
profile of work and home and, (4) other stress factors. The questions, thus,
were designed to establish those factors found stressful while in-service
teachers involved in study.
Evidence and Discussion
The principal findings, conclusions and discussion
in the subsequent paragraphs represent the most significant results of this
study.
Personal Demographics
This profile revealed that none of the school
teachers was below thirty. Seventy teachers (76%) were in the age group of 50
to 60 years. Five fall in the 30 to 39 years age
range, 17 were between 40 to 49 years. 79 were married (86%) and 13 (14%) were
single. It is reasonable to conclude that majority of the school teachers (male
and female) are given chance for master degree program in education when they
fall in the age group 50 to 60.
Table: 1 School
Teachers By Age Group
|
|
|
|
< 30 |
None |
|
|
30-39 |
5 |
5 |
|
40-49 |
17 |
19 |
|
50-60 |
70 |
76 |
|
> 60 |
None |
|
|
|
|
|
Notes. N = 92. Male = 52; Female = 40.
Motivation to Study
Table 2 shows that most of the school teachers (82%)
involved in learning for their professional growth. This was stated by 80% of
male teachers and 82% of female teachers. Personal satisfaction was the
stimulus for 4% of male teachers and 2% of female teachers. Change of
environment was stated by 8% female teachers only. Peer motivation was
mentioned by 6% male teachers and 5% by female teachers. A
further 10% male teachers and 3% of female teachers were motivated for
more pay.
Table: 2 Factors of Motivation to Study
|
Factors |
Male |
Percent |
Female |
Percent |
|
Professional Growth |
42 |
80 |
33 |
82 |
|
Personal Satisfaction |
2 |
4 |
1 |
2 |
|
Change of Environment |
- |
- |
3 |
8 |
|
Peer Motivation |
3 |
6 |
2 |
5 |
|
More pay |
5 |
10 |
1 |
3 |
|
|
|
|
|
|
Notes. Male = 52; Female = 40.
It is evidenced from Table 2 that the stimuli for
further learning by adults (male & female both), professional growth rated
high. More pay was also perceived as important particularly by the male
teachers. Change in environment was significantly mentioned by the female
teachers. It shows that the importance of intrinsic over extrinsic factor was
demonstrated by the male and female teachers. It is however may be concluded
that professional growth intrinsically motivate majority of the school
teachers.
The research evidence seems to support Johnstone’s and Rivera’s (1965), and Mason et al.’s (1991)
contentions that the stimuli for further learning by adults is much as their
professional growth and preparation for job advancement. These theorists also
claim the importance of intrinsic over the extrinsic motivators for adult
learners. This study agrees with Smith (1985) and Knowles (1990), who found
that adults invest considerable energy in learning what they view as useful to
them. They further state that adults learn that which is applicable to their
work situation.
Home and Work Responsibilities
Table 3 indicates that the most time consuming
feature of children’s activities were care of sick children and supervision of
their homework. Female teachers are more committed for their child’s homework
than male teachers. 50 male (96%) and 34 female (85%) indicated involvement in
their worships. Male teachers (63%) were actively involved in paper marking
than female teachers (38%).
The profile of home/work commitments evidenced that
the adult’s world is filled with responsibilities incurred by: family, worship
and friends, such activities all competing with education for some of the
individual’s time and energies. Conclusion basing on the evidence represents
that adult learners often give priority to friends and family over the study.
Table: 3 Profile of Home and Work
Responsibilities
|
Responsibilities |
Male |
Percent |
Female |
Percent |
|
Care of Sick Child |
48 |
92 |
38 |
95 |
|
Child’s Homework |
22 |
42 |
35 |
88 |
|
Transportation |
5 |
10 |
15 |
38 |
|
Play |
3 |
6 |
2 |
5 |
|
Worship |
50 |
96 |
34 |
85 |
|
Excursions |
10 |
19 |
25 |
63 |
|
Paper Marking |
33 |
63 |
15 |
38 |
|
Public Relations |
41 |
79 |
30 |
75 |
|
|
|
|
|
|
Notes. Male = 52; Female = 40.
The evidence gathered in this study shows the adult
learner’s world is full of responsibilities by family and friends and these
commitments compete with learning process. It appears that school teachers
emphasize other activities than learning. This study therefore supports the
researches in the area stresses experienced by adult learners (Arnett, 1989;
Long, 1990; Jensen, 1989).
Other Stressors
Table 4 presents other stress factors. Teachers were
asked if they perceived any other factors as stressors. Male and female both
cited finances and assignment deadlines as their major stressors.
Table: 4 Other Stress Factors
|
Factor |
Male |
Percent |
Female |
Percent |
|
Health |
2 |
4 |
10 |
25 |
|
Finances |
40 |
77 |
33 |
83 |
|
Concentration on Study |
15 |
29 |
10 |
25 |
|
City / Hostel Living |
25 |
48 |
20 |
50 |
|
Assignment Deadlines |
45 |
87 |
30 |
75 |
|
Time Constraints |
12 |
23 |
8 |
20 |
|
Study Environment |
5 |
10 |
6 |
15 |
|
Pregnancy |
- |
- |
13 |
33 |
|
|
|
|
|
|
Notes. Male = 52; Female = 40.
Arnett (1989), Lewis and Mclin
(1990) caution as it is evident from this study also that stresses can be categorised. Clearly, this study suggests that finances and
assignment deadlines are the major contributors toward stresses of adult
learners. Alike the evidence of this study Hudak et. al (1986), Lewis and Melin (1990) have been strong proponents of utilization of
effective coping mechanism for stresses. These theorists, therefore, suggest
problem solving, time management and improved communication skills as effective
coping measures those reduce effects of stress.
References
Albrecht, K.
(1979a). Stress and the Managers: Making it Work for You. N.J: Prentice Hall.
Albrecht, K.
(1979b). Job-Stress: Women Cope Better. Human
Behavior, 8(1), 34-35.
Arnett, J.
(1989). “Obstacle courses: Learning the
Aslanian, C.B. & Bricknell, H.M. (1980). Americans in Transition,. N.Y: College Entrance Examination Board.
Cheren, M. (1983). “Helping Learners Achieve
Greater Self-Direction”. in Smith, R.M. (ed.). Helping
Adults Learn How to Learn.
Churden, H.J. & Sherman, A.W.Jr. (1984). Managing Human Resources.
Folkman, S., Lazarus, R.S. & Delongis, A. (1986). “Appraisal Coping Health
Status and Psychological Sympotms”. Journal of Personality and Social Psychology,
50(3), 571-579.
Freudenberger, H.J. (1980). Burnout: The High Cost of High Achievement. N.Y:
Doubleday.
Houle, C.O. (1980). “Continuing Learning in the
Professions”. Jossey-Bass,
Hudak, C.M., Gallo, B.M. & Lohn, T. (1986). Critical Care Nursing: A Holistic Approach.
Ilson, R. Crystal, D., Wells,
J.C. & Long, T.H. (1988). Reader’s Digest Universal Dictionary.
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(1989). Student Success Secrets. N.Y: Barron’s
Educational Series.
Johnstone, J.W.C. & Rivera, R.
(1965). Volunteers for Learning. Malabar: Krieger.
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Annexture: A
QUESTIONNAIRE
1.
What motivated you to
undertake further study?
2.
At the time of studying, do
you perform home/work responsibilities?
3.
Do you maintain public relationing, community and religious activities?
4.
Do you have any help with
household duties?
5.
Do you supervise children’s
activities (e.g.; sick child, homework, transportation, excursion).
6.
To what extent does your
degree program interfere with family commitments?
7.
What other factors do you
think as causing you stress?
8.
Would you consider
undertaking further study program?
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Age Group 30-39 40-49 50-60
Sex Male Female
Marital Status Married Single
Published: Bulletin of Education and Research.
(1994). XVI(1-2), 146-152. Institute
of Education and Research, University of the