Stres dalam kalangan guru Kemahiran Hidup Bersepadu (KHB) sekolah menengah di Negeri Johor

• Main Author: Dason, Azila
• Format: Thesis
• Language: English
• Published: 2012
• Subjects: L Education (General); LB1603 Secondary Education. High schools
• Online Access: http://eprints.utm.my/id/eprint/31542/1/AzilaDasonMFP2012.pdf; http://eprints.utm.my/id/eprint/31542/
• Institution: Universiti Teknologi Malaysia

Work stress is one phenomenal that always influences teachers. The qualitative survey which had been conducted showed that the KHB teachers from secondary schools in Johor experienced stress influenced by workload, time constraints, resources constraints, interpersonal relationship and appreciation. This study is carried to identify the factors and level of stress faced by teachers. The variables that had been studied are based on the factor of workload, time constraints, resources constraints, interpersonal relationship and appreciation among 196 secondary KHB teachers. The subjects carried are the secondary school KHB teachers from 10 districts in Johor. They have been selected by cluster random sampling. The instruments used to conduct the study are questionnaire, while the rest of the items that had been constructed based on the instrument modification Teacher Stress Inventory constructed by Boyle, Borg, Falzon and Baglioni (1995) and afterwards it has been modified by Teo (2006). A pilot study has been conducted on 20 KHB teachers from two secondary schools city category in Pasir Gudang, Johor. The reliability value from the instrument of the study is 0.905. The analyses of the data are descriptively conducted by using the statistic of mean, frequency, percentage as well as the inferences (Pearson Correlation Test, T-Test, and ANOVA Test). The result of the study showed the average level of stress among KHB teachers from the secondary schools in Johor is at the moderate level with average mean=3.17. The factor of time constraint (mean=3.37) and resources constraints (mean=3.31) were identified as the main factors of stress among the KHB teachers. These are followed by interpersonal relationship factor (mean=3.18), factor of appreciation (mean=3.07) and workload factor (mean=3.07). The findings showed that there were differences based on gander but no significant difference based on marital status and significant stress co-related with age and teaching experience. This study suggests us to allocate four periods to teach KHB to be maintained, create a workshop assistant and programs to increase motivation should be implemented to handle stress.