MANAGEMENT OF WORKPLACE STRESS AND TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BWARI AREA COUNCIL, FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Abstract

This study examined the relationship between workplace stress management and teachers' job performance in public secondary schools in Bwari Area Council, Federal Capital Territory (FCT), Abuja, Nigeria. It looked at two dimensions of stress management — individual coping strategies and organizational support — and how each relates to teachers' job performance. A correlational survey research design was used, guided by Selye's General Adaptation Syndrome, the Transactional Model of Stress and Coping, and the Job Demands-Resources theory. Using the Taro Yamane formula, a sample of 276 teachers was drawn from a population of 887 teachers including 13 principals across the 13 public secondary schools in Bwari Area Council, and all 13 principals were engaged as corroborating respondents. After validation, 266 teacher questionnaires and 13 principal questionnaires were retrieved (279 in total). 266 teachers were used for analysis with descriptive statistics and Pearson Product Moment Correlation, while the 13 principals were engaged as collaborating respondents. Findings show that both individual and organizational stress management strategies are significantly and positively related to teachers' job performance. The study concludes that managing workplace stress, at both the individual and organizational levels, is essential for improving teachers' job performance in Bwari Area Council, and recommends targeted interventions accordingly.