E143

STRESS MANAGEMENT STRATEGIES AMONG PRINCIPALS AND TEACHERS OF

PUBLIC SECONDARY SCHOOLS IN ABIA AND IMO STATES

BY

DR. CHUKWU, C. J.
Department of Educational Foundations,
Faculty of Education, University of Nigeria, Nsukka.
08032676845
chukwuemeka.chukwu@unn.edu.ng

DR. EZEPUE, I.E.

Department of Educational Foundations,
Faculty of Education, University of Nigeria, Nsukka.
Evelyn.ezepue@unn.edu.ng

AND

REV. BRO. DR. OMEDE, O.M.

Fraterli Maristi delle scuole secretariado de mission
Piazzalem.champagnat, 2-00144Roma.

2
Abstract
The study examined stress management strategies among principals and teachers of public
secondary schools in Abia and Imo States, for leadership, value re-orientation and
sustainable national development in Nigeria. Three research questions and three null
hypotheses were formulated and tested to guide the study. The study adopted a descriptive
survey using “ex-post-facto” research design. Population of the study consisted of 14,466,
610 principals and 13,838 teachers in public secondary schools in Abia and Imo States,
Nigeria. A sample size of 1,445, 61 principals and 1,384 teachers representing 10% of the
population of the study selected by stratified random sampling using multistage random
sampling techniques. The instruments for data collection was a researchers developed
questionnaire, titled; “Principals and teachers stress management coping strategies
questionnaire (PTSMCSQ)”. The instruments had two sections—A and B, Section A is on
the respondents personal data while section B is on principals and teachers stress
management coping strategies. The instrument had three (3) clusters of four (4) items each.
The questionnaire and structured on a modified 4points likert’s type scale of very high extent
(VHE), High extent (HE), Low extent (LE) and Very low extent (VLE) weighted 4, 3, 2 and 1
points respectively. The reliability of instrument was determined using Pearson’s product
moment correlation coefficient statistic (PPMCCS) and a reliability index of 0.86 was
obtained and considered adequate for the study. Data were analyzed using mean scores and
rank order for the research questions while z-test statistics was used to testing null
hypotheses at 0.05 level of significance. The result indicted that principals and teachers
attitudes on stress management coping strategies in area of improving team management,
time management and adopting problem solving approach with staffs and students enhanced
institutional productivity as well as leadership growth and development among public
secondary schools in Abia and Imo States, Nigeria. In furthering of the findings, the
researchers also reveals that there is no significant difference between responses of
principals and teachers on the variables. Based on the findings, these following
recommendations were made: that efforts should be made by the government, non-
governmental bodies, principals and teachers to map out effective policies on stress
management and its coping strategies amongst organization in Nigeria.
Keywords: Stress management, coping strategies; improving team management, adopting
solving approaches and institutional productivity

Introduction
Education is no doubt, an instrument for nation-building and national development.
According to Federal Republic of Nigeria (2013), it is an instrument of “par excellence”
which equips an individual with the right skills, knowledge, abilities, competence, attitudes,
behaviour and values in order to function effectively in the society. Education is equally a
means to and end which assists citizens of a nation to develop their full potentials and
capacity to function effectively in their society as well as attain sustainable livelihoods
(Chukwu, 2015). To achieve a nation’s goal(s), build a world of true leadership, attain high
level of sustenance/living for citizens of a country and develop all citizenry in various
capacities; stress management strategies is imperative among principals and teachers of
secondary schools in Nigeria, and in Abia and Imo States in particular.

1
In consonance with the foregoing, secondary school principals and teachers in recent times
are faced with varied management and implementation issues that impede effective
administration and management of the school. The school principal as the administrator of
the school initiates, organizes, and directs the activities of staff and students towards the
achievement of school objectives as well as the development of positive school-home
relationship (Van Velsor & Orozco, 2006). The principals and teachers also administer the
curriculum and teaching, pastoral care, discipline, continuous assessment and examinations,
resource allocation, costing and planning, staff appraisal and relationship with the
community. He also uses such practical skills necessary for achieving the goals of the school
such as decision-making, negotiation, utilizing colleagues, improving team management,
discovering one’s personality, bargaining, communication, conflict management and running
of meetings (Okereke, 2008).
Stress occurs when the demands of a situation are seen to be greater than the individual
ability to cope with such demands. Situation or events that place excessive psychological
and physical demand on a person may cause stress. Therefore, stress is the result of a misfit
between the individual and the environment. No wonder, Hayble (2002) posits that stress is
regarded as the dominant psychological problem of today. The term is defined as the
inability of an individual to cope with his or her environment (Dobson & Smith, 2000).
Chiffy (2005) posits stress as the responses the body makes while striving to maintain
equilibrium and deal with the demands of life. Khan, Shah, Khan & Gul (2012) saw stress as
the body’s response to the negative demands of the environment. These negative demands
undoubtedly cause unpleasantness, restlessness and rising levels of discomfort. From a
psychological point of view, stress refers to “an adaptive response, mediated by individual
characteristics and/or psychological processes that is a consequence of any external action,
situation or event that places special physical and/or psychological demands upon a person”
(Adams, 2000). It is a psychological process which results from the interaction of the
individual with the environment and results in disturbances caused to the psychological and
social systems, depending on the individual’s characteristics (Akhlaq, Amad, Mahmood,
Husaan & Malik, 2010).
Stress, according to Slyers (2011) means a general response which the human body
makes to any demand on it. It is a worry which is physical, psychological, physiological and
sociological which may result from not meeting with certain demands at the work place.
Oboegbulem (2007) defined stress as a process in which environmental events or forces,
called stressors, threaten an organism’s existence and well-being, and how the individual
responds to such threat. It could also be seen as a feeling which occurs when an individual’s
working or living conditions or circumstances make demands beyond the individual’s
capacity to handle such situation physically or emotionally.

2
 In consonance with foregoing, Uko (2012), Willis (2005), Malgosa (2004) &
Oboegbulem (2004) stated that stress is also a condition of being subject to external forces
or pressures which can either be good (eustress) or bad (distress). Eustress represents
moderate and low stress level,s and distress is frequently defined as high stress level.
Principals and teachers who experience eustress will be able to meet job demands and this
may engender positive work life (e.g. satisfaction and positive moral values), while
principals and teachers who experience distress will not be able to fulfill job demands
leading to dissatisfaction which affects an individual’s productivity, effectiveness, personal
health and quality of work (Fevre, Matheny & Colt, 2003, Leka, Griffiths & Cox, 2013). In
essence, stress can conceptualized in this study as the challenge the body experiences in its
bid to maintain equilibrium of existence. It is the degree to which an individual is able to
adjust to the demands of the environment. In doing so, the individual makes efforts,
sometimes in pain to make ends meet or to satisfy the needs considered very necessary. It
can also be accepted that stress refers to the exposure of the body to much work in which the
body experiences difficulty to cope. Since stress has been seen as the challenge the body
experiences in its effort to meet the demands of environment, every occupation carries with
it what is generally referred to as job stress or occupational stress. Job or occupational stress
refers to a mental and physical condition which affects an individual’s productivity at the
work place, as well as his effectiveness, personal, health and quality of work Adebola and
Makharfi (2008). In another view, Kyriacon (2001) posits job stress as the experience of
negative emotional states such as frustration, worry, anxiety and depression. Buttressing this
point, Reddy & Anuradha (2013) state that job stress as an employee’s mental state aroused
by a job situation or a combination of situations perceived as presenting excessive and
divergent demands. It occurs when there is a discrepancy between the demands of the work
and individual’s ability to carry out and complete these demands (Mahmood, Nudrat &
Zahoor, 2013). Occupational stress, conceptualized in this study as such problem like work
overload, pressure from parents and problems in curriculum implementation, lack of
autonomy in execution of responsibilities, conflict between work and family responsibilities,
poor academic performance of students, students indiscipline and poor working environment
constitute occupational stressors. In similar view, Oboegbulem and Onwurah (2011)
identified these stressors which are intrinsic to the job and which border on unpleasant
working conditions as: total school working hours, physical or environmental factors like
over population of students; problems with the school plant; inadequate and ill-equipped
teachers with lackadaisical attitudes towards work; students’ attitude towards learning;
parental ambivalence towards the educational well-being of their children; low motivation;
inadequate resources to run the school, low prospects of advancement, lack of job security
and poor staff development programmes. Others are personal problems and pressures;

3
financial problems and domestic worries (Adebola & Makhari, 2008). Occupational stress
can eventually affect both physical and emotional well-being if not managed effectively.
Lack of economic and financial resources to run the school constitutes economic stressors.

Consequently, stress on the principal and teachers, according to Willis (2005), could
lead to negative behaviour and thought, problems of emotions and feelings and physical
health and may hinder effective school administration and management. Mariamural,
Amutha and Sornaraj (2012) stated that stress manifests in the form of ailments or chronic
diseases like hypertension, stroke, headache and diabetes as well regular body pain. Some
people experience symptoms such as suppression of the reproductive system, anxiety,
aggressiveness, indigestion, stomach ache, pain, dizziness and rapid heartbeat. Chronic
stress creates muscle tension, fatigue, constipation and arthritis (Siani, 2013). There is,
therefore, the need for stress management/coping strategies to be carried out in order to
reduce challenges in our school system and promote leadership growth and development.
However, management means the harnessing of human and materials resources to achieve
organizational goals and objectives through staff motivation. According to Chukwu (2016),
management is defined as a distinct process consisting of activities of planning, organizing,
controlling performance to accomplish stated objectives with the use of human and other
resources collectively. In this regard, stress management strategies is conceptualized in this
study as a skill that is used to deal with situation that are stressful and may eventually lead to
burnout. Erin, Anne and Kerry-Ann (2012) stated that stress management is the amelioration
of stress, especially those that are chronic and capable of affecting one’s physical,
psychological and environmental state. Measures taken to manage harsh conditions in order
to maintain a state of psychological or physiological equilibrium are termed stress
management (Uko, 2012). Stress management strategies, according to Oboegbulem (2004)
are coping actions, behaviours or attitudes which an individual exhibits when faced with
certain psychological and social demands that tax the individual’s adaptive resources.
Oboegbulem and Onwurah (2011) list the following as stress management strategies which
can be used to cope with occupational stress by secondary school principals and teachers:
utilizing colleagues as human resource, developing close staff relationship and students
relationship, improving team management, adopting problem solving approach with teachers
and hiring competent personnel to assist in administration, among others. In similar case,
Omoregie and Jimoh (2002) also state that in managing stress, the following factors should
be in place in measurement and management of stress: cognitive coping strategy,
behavioural coping strategy, physiological coping strategy, discovering of one’s personality,
social support, avoid too much work, and so on; while Onah (2008) lists the following as

4
strategies for coping with occupational stress: time management, relate with others, exercise,
etc.
In similar case, a lot of studies on stress at the work place demonstrate that in earnest
there have been a growing disaffection among workers due mainly to unfavourable working
conditions which have contributed substantially to stress in the workers. Worse hit by this
development, are the principals and teachers. For instance, the study by Al-khalefa (2000) on
female Physical Education teacher stress in primary schools in the kingdom of Bahrain,
showed that in Bahrain in work conditions, salaries, bonuses and allowances, status of
education, supervision, school facilities, work load and career development were the major
causes of stress for principals and teachers. Consequently, principals and teachers were
totally dissatisfied with their job, showed less sympathy towards students, felt depressed and
irritable, planned for their lessons and were less committed to their work. In similar studies,
Dada and Falana (2012) study on Gender influence on the stress experience of university
lecturers, and Pither and Sohen (2013) study on Scottish and Australian teacher stress and
strain: A comparative analysis found that workload, poor professional relationship with
colleagues, inadequate salary, pupil mis-behaviour, difficult interactions with parents and
expectations of other staff were potential sources of stress. Manabete, John, Makinde and
Puma (2016) study on job stress among secondary school administrators and teachers in
Nigerian secondary schools and technical colleges revealed that appropriate strategies to
deal with stress, especially for teachers and school heads include regular medical checkups,
exercises, like jogging, bicycling and muscle relaxation. They also found out that proper
time management, having a positive outlook on life and bothering less about things one has
control over go a long way in assisting teachers and school heads to deal with stress. Yambo,
Kindiki and Tuitoek (2012) study on high school principals’ stress in relation to their job
experience in school in southern Nyanza Region of Kenya, reveals that sources of stress:
role based, task based, conflict mediating and boundary spanning had a correlation and
dependable relationship with high school principals’ job experience in school. Anyanwu,
Okenjom and Enyi (2015) study on occupational stress and management strategies of
secondary school principals in Cross River State, Nigeria reveals that poor working
environment, pressure from teacher, etc affect the performance of principals irrespective of
gender. Persistent headache, regular body pain and hypertension are principal symptoms of
stress. In a similar ven Nwiom and Onwunaka (2015) study on stress among secondary
school teachers in Ebonyi State, Nigeria: suggested interventions in the worksite milieu,
reveals that the secondary school teachers had a high level of stress and the difference in the
level of stress reported by male and female teachers was significant with male teachers
reporting higher level of stress than female teachers. They further reveals that each
dimension of stress contributed significantly to the overall level of stress experienced by the

5
secondary school teachers. They also recommend that intervention such as stress
management can be carried out to reduce stress in the worksite.

Gebrekirstos (2015) study on occupational stress among secondary school teachers and their
coping strategies: The case of Central Zone of Tigray Region reveals that all the secondary
school teachers experienced high level of occupational stress. The researcher also reveals
that gender, work place and family size have no effect in experiencing occupational stress
among the teachers. On the contrary, age and work experience have significant mean
difference. yma, Simatwa and Ayode (2016) study on factors influencing stress among
public secondary school female principals in Kenya: A case study of Rachuoye North and
Home Bay sub-countries, reveals that female principals and teachers in Rachuoye North and
Home Bay sub-countries were experiencing moderate stress at a mean (x) 3.37 and standard
deviation (SD) 1.290 on a 5-point scale. Stress factors accounted for 52.9% of female
principal stress levels. The factors that highest influence on stress levels of female principals
were working environment. Baraza, Simatwa and Gogo (2016) study on levels of stress
among secondary school teachers and its implication on students’ academic performance in
Kenya: A case study of Kakamega North sub-country, reveals that students’ performance in
the sub-country may be low because only 37.37% recorded moderate stress levels that are
associated with better performance. They also reveal that low and high stress levels are
bound to lead to low productivity. Egboka and Uzoechina (2010) study on job stressors
among career administrative staff in universities in Anambra State, reveals that the
university career administrative staff encountered stress due to workload, facilities, student
management, administration and professional development. They also found out that these
stressors exist in the physical and social environment of the universities. Schroeder, Akatia
and Apekey (2001) study on stress and coping among Ghanaian school teachers, reveal that
teachers and educational administrators are experiencing series of stress and stressful
situation. Koom (2007) study on the exodus of principals teacher management issues in East
Africa; reveal that principals stress is on the increase such that most of them have dropped
being principals due to stress and have joined other ministries of youth affairs, gender and
sports and politics among others. Abosede (2004) study on stress management among female
academic in some selected Nigerian tertiary institutions, reveals that female workers are
more stressed because they attempt to strike a balance between professional and home
responsibilities. Although, both in theory and practice none of these studies was carried out
in Abia and Imo States public secondary schools, a paucity of related research exists in Abia
and Imo States, Nigeria on stress management among principals and teachers of public
secondary schools in Abia and Imo States, Nigeria. This give room for this study so as to
close the gaps in knowledge, and this is needful because stress management strategies

6
constitute a very crucial subject of thought in recent times. However, it is against this
backdrop that the researcher carried this study on stress management strategies among
principals and teachers of public secondary schools in Abia and Imo States, Nigeria has
become of utmost importance because of its consequences on productivity.

Statement of the Problem

In recent times, Nigerian educational system in general and Abia and Imo States public
secondary schools in particular has experienced a number of setbacks in area of stress
management. These problems amongst others include; lack of effective attitude towards
policy implementation, lack of effective attitudes in measurement and management of stress,
lack of attitude in cognitive coping strategy, lack of behavioural coping strategy,
physiological coping strategy, lack of discovering of one’s personality and lack of social
support (Omoregle & Jimoh, 2002). In similar case, Oboegbulem and Onwurah (2011) state
that ineffective strategy in utilizing colleagues as human resource; inability of developing
close staff relationship, inability of adopting problem solving approach with teacher and
students, inability to improving team management and living competent personnel to assist
in administration, among others cause a major challenge in stress management in
educational institutions. Lack of time management to strategy and relate with other post
major problems in coping with stress in an organization. Personal problems including role of
conflict, societal problems and pressures, financial problems and domestic worries cause a
major problem in stress management in educational institutions (Adebolo & Mukhtari,
2008). However, the problem of this study therefore, posed as a question; to what extent
have principals’ and teachers’ attitudes towards stress management strategies enhanced
institutional productivity among public secondary schools in Abia and Imo States, Nigeria?

Purpose of the Study

The purpose of this study is to examine the extent to which principals’ and teachers’
attitudes towards stress management strategies enhanced institutional productivity among
public secondary schools in Abia and Imo States, Nigeria.
More specifically, the study sought to:
1. Investigate the extent to which principals’ and teachers’ attitudes on stress
management coping strategies in area of improving team management enhance
institutional productivity among public secondary schools in Abia and Imo States,
Nigeria.

7
2. Investigate the extent to which principals’ and teachers’ attitudes on stress
management coping strategies in area of time management enhance institutional
productivity among public secondary schools in Abia and Imo States, Nigeria.
3. Investigate the extent to which principals’ and teachers’ attitudes on stress
management coping strategies in area of adopting problem solving approach with
staff and students enhance institutional productivity among public secondary schools
in Abia and Imo States, Nigeria.

Research Questions
To guide the study the following research questions were posed:
1. To what extent have principals and teachers attitudes on stress management coping
strategies in area of improving team management enhance institutional productivity
among public secondary schools in Abia and Imo States, Nigeria?
2. To what extent have principals and teachers attitudes on stress management coping
strategies in area of time management enhance institutional productivity among
public secondary schools in Abia and Imo States, Nigeria?
3. To what extent have principals and teachers attitudes on stress management coping
strategies in area of adopting problem solving approach with staffs and students
enhance institutional productivity among public secondary schools in Abia and Imo
States, Nigeria?

Hypotheses
To guide the study the following null hypotheses were formulated and tested at 0.05
level of significance:
H01: There is no significant difference between the mean scores of principals and teachers
on how their attitudes on stress management coping strategies in area of improving
team management enhanced institutional productivity among public secondary
schools in Abia and Imo States, Nigeria.
H02: There is no significant difference between the mean scores of principals and teachers
on how their attitudes on stress management coping strategies in area of time
management enhanced institutional productivity among public secondary schools in
Abia and Imo States, Nigeria.
H03: There is no significant difference between the mean scores of principals and teachers
on how their attitudes on stress management coping strategies in area of adopting
problem solving approach with staffs and students enhanced institutional productivity
among public secondary schools in Abia and Imo States, Nigeria.

8
Methodology
The researchers adopted descriptive survey design. Best and Kalm (2006) posit that
descriptive survey research is concerned with the analysis of relationship between non-
manipulated variables and the development of organizations, extending it conclusions
beyond the sample observed. Population of the study consists of a total of 610 principals and
13,838 teachers in public secondary schools in Abia and Imo States representing 10% of the
population selected by stratified random sampling using multistage random sampling
technique. The instrument for data collection was researchers’ developed questionnaire titled
“Principals and teachers stress management coping strategies questionnaire (PTSMCSQ)”.
The instrument consisted of two section A and B section A elicited information on the
personal data of the respondents while section B elicited information on these following
variables of principals and teachers stress management coping strategies which are in three
(3) clusters of four (4) item each. However, cluster A is on improving team management,
cluster B is on time management, and cluster C is on adopting problem solving approach
respectively that is made up of twelve (12) item structured questionnaire which was
designed to elicit information on the opinion of principals and teachers attitudes were on
stress management coping strategies in public secondary schools in Abia and Imo States,
Nigeria. The items were structured on a modified 4points likert’s type scale of Very High
Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) Weighted 4,
3, 2, and 1 point respectively. The decision range is 2.50 and above is accepted as very high
extent (VHE) and High Extent (HE), while below 2.50 unaccepted as Low Extent (LE) and
Very Low Extent (VLE). To ascertain the face and content validity of the instrument, copies
of the questionnaire were given to two (2) experts, one from Department of Educational
Foundations, Faculty of Education University of Nigeria, Nsukka, and one from Department
of Educational Administrational and Planning, Faculty of Education, Abia State University,
Uturu. Thereafter, the items were modified based on the comments and suggestions from the
experts.
The reliability of the instrument was ascertained using test-re-test method of at two
(2) weeks interval, conducted on 50 respondents outside the sample size of the study,
Pearson product moment correlation coefficient statistics was used to obtained a reliability
co-efficient index of 0.86. A total of 1,445 copies of the questionnaire were distributed to the
respondents by the help of six (6) trained research assistants across the six (6) education
zones of Abia and Imo State, Nigeria. All copies of the questionnaire distributed were
returned (100% return rate), and was used for data analysis. Mean and rank order scores
were used to answer the research questions and z-test statistics was used to test the null
hypotheses at 0.05 level of significance.

9
Results:
Research Question One. To what extent does principals and teachers attitudes on stress
management coping strategies in area of improving team management enhance institutional
productivity among public secondary schools in Abia and Imo States, Nigeria?

Table 1: Mean scores and rank order of principals and teachers attitudes on stress management coping
strategies in area of improving team management among public secondary schools in Abia and
Imo States, Nigeria.
Cluster A: Principals Teachers Mean Rank
S/N Improving Team scores order Remarks
Management x 1 x 2
1. Always work as a team 2.52 2.82 2.67 4th Accepted
2. Always share ideas together 3.07 2.71 2.89 1st Accepted
as a group
3. Always have sense of 2.91 2.77 2.84 2nd Accepted
belonging to colleagues
4. Always cooperate as a team 2.77 2.75 2.76 3rd Accepted
Aggregate Mean scores
x = 2.82 2.77 2.79 Accepted

Table 1 shows that all the questionnaire items had mean scores and aggregate mean score
above the decision range of 2.50. However, the respondents’ responses showed that they all
accepted on the items in the table with mean scores and aggregate mean score greater than
the criterion mean scores of 2.50 following these rank order ranging 1 st – 4th. Hence, the
aggregate mean score of 2.82 for principals and 2.77 for teachers showed that respondents
accepted that the items in the table 1. Hence, principals and teachers attitudes on stress
management coping strategies in area of improving team management enhanced institutional
productivity among public secondary schools in Abia and Imo States, Nigeria with
cumulative rank order mean score of 2.79 collectively.

Research Question Two: To what extent does principals and teachers attitudes on stress
management enhance institutional productivity among public secondary schools in Abia and
Imo States, Nigeria?
Table 2: Mean scores and rank order of principals and teachers attitudes on stress management coping
strategies in area of time management among public secondary schools in Abia and Imo States,
Nigeria.
Cluster B: Principals Teachers Mean Rank
S/N Time management scores order Remarks
x 1 x 2
5. Always work on time to meet targets 2.90 2.74 2.82 1st Accepted
6. Always share responsibilities in order to meet 3.82 2.69 2.76 3rd Accepted
time targets
7. Always work with colleagues for time saving 2.66 2.78 2.72 4th Accepted
8. Always set a great 2.86 2.78 2.80 2nd Accepted

10
 Aggregate Mean scores x =
2.81 2.74 2.78 Accepted

Table 2 shows that all the questionnaire items had mean scores and aggregate mean score
above the decision range of 2.50. However, the respondents’ responses showed that they all
accepted on the items in the table 2 with mean scores and aggregate mean score greater than
the criterion mean scores of 2.50 following these rank order ranging 1 st – 4th. Hence, the
aggregate mean score of 2.81 for principals and 2.74 for teachers showed that respondents
accepted that the items on stress management coping strategies in area of time management
enhanced institutional productivity among public secondary schools in Abia and Imo States,
Nigeria with cumulative rank order mean score of 2.78 collectively.

Research Question Three: To what extent does principals and teachers attitudes on stress
management coping strategies in area of adopting problem solving approach with staff and
students enhance institutional productivity among public secondary schools in Abia and Imo
States, Nigeria?

Table 3: Mean scores and rank order of principals and teachers attitudes on stress
management coping strategies in area of adopting problem solving with staff
and students among public secondary schools in Abia and Imo States, Nigeria.
Cluster C: Principals Teachers Mean Rank
S/N Adopting problem solving scores order Remarks
approach with staff and x 1 x 2

students
9. Always engage on 2.70 2.83 2.77 3rd Accepted
reconciliation with
colleagues
10. Always engage on 22.67 2.74 2.71 4th Accepted
collective bargaining and
agreement
11. Always engage on 2.79 2.82 2.81 2nd Accepted
individualism and
collectivism
12. Always engage on 2.98 2.94 2.96 1st Accepted
managing with trade union
policy
Aggregate Mean scores
x = 2.79 22.84 2.83 Accepted

11
Table 3 shows that all the questionnaire items had mean scores and aggregate mean score
above the decision range of 2.50. However, the respondents’ responses showed that they all
accepted on the items in table 3 with mean scores greater than the criterion mean scores of
2.50 following these rank order ranging 1st – 4th. Hence, the aggregate mean score of 2.79 for
principals and 2.84 for teachers showed that respondents’ accepted that the items on stress
management coping strategies in area of adopting problem solving approach with staff and
students enhanced institutional productivity among public secondary schools in Abia and
Imo States, Nigeria with cumulative rank order mean score of 2.83 collectively.

Hypothesis One: There is no significant difference between the mean scores of principals
and teachers on how their attitudes on stress management coping strategies in area of
improving team management enhance institutional productivity among public secondary
schools in Abia and Imo States, Nigeria?

Table 4: z-test Analysis on significance difference between principals and teachers on

how their attitudes on Stress Management coping strategies enhance
Institutional Productivity among public secondary schools in Abia and Imo States, Nigeria.
Source of N Variance SD Df z-cal z-crit Remarks
Variation x Value Value
Principals 61 2.82 0.7062 0.78
1443 0.88 1.96 Accepted
Teachers 1384 2.77 0.8336 0.94

z = Significant
z-cal = 0.88 DF = 1443, P = 0.05
RESULT Ho1 = Accepted

Table 4 shows the summary of z-test analysis of principals and teachers attitudes on stress
management coping strategies in area of improving team management: the result shows that
the z-cal (0.88) is less than the z-critical value of + (1.96) with a degree of freedom of 1443
at 0.05 level of significance. Hence, the null hypothesis Ho 1 accepted which indicated that
there is no significance difference between principals and teachers on stress management
coping strategies in area of improving team management for institutional productivity
among public secondary schools in Abia and Imo States, Nigeria.

Hypothesis Two: There is no significant difference between the mean scores of principals
and teachers on how their attitudes on stress management coping strategies in area of time
management enhance institutional productivity among public secondary schools in Abia and
Imo States, Nigeria?

12
Table 5: Z-test Analysis on significance difference between principals and teachers on how their attitudes
on Stress Management coping strategies enhance Institutional Productivity among public
secondary schools in Abia and Imo States, Nigeria.
Source of N Variance SD Df z-cal z-crit Remarks
Variation x Value Value
Principals 61 2.81 0.6981 0.79
1443 1.86 1.96 Accepted
Teachers 1384 2.74 0.8281 0.89

z = Significant
z-cal = 0.88 DF = 1443, P = 0.05
RESULT Ho2 = Accepted
Table 5 shows the summary of z-test analysis of principals and teachers attitudes on stress
management coping strategies in area of time management: The result shows that the z-cal
(0.86) is less than the z-critical value of + (1.96) with a degree of freedom of 1443 at 0.05
level of significance. Hence, the null hypothesis Ho 2 accepted which indicated that there is
no significance difference between principals and teachers on stress management coping
strategies in area of time m anagement for institutional productivity among public
secondary schools in Abia and Imo States, Nigeria

Hypothesis Three: There is no significant difference between the mean scores of principals
and teachers on how their attitudes on stress management coping strategies in area of
adopting problem solving approach with staff and students enhance institutional productivity
among public secondary schools in Abia and Imo States, Nigeria?

Table 6: z-test Analysis on significance difference between principals and teachers on how their
attitudes on Stress Management coping strategies enhance Institutional Productivity among
public secondary schools in Abia and Imo States, Nigeria.
Source of N Variance SD Df z-cal z-crit Remarks
Variation x Value Value
Principals 61 2.79 0.7848 0.84
1443 0.79 1.96 Accepted
Teachers 1384 2.84 0.7056 0.94
S = Significant
z-cal = 0.79 DF = 1443, P = 0.05
RESULT Ho3 = Accepted

Table 6 shows the summary of z-test analysis of principals and teachers attitudes on stress
management coping strategies in area of adopting problem solving approach with staff and

13
students: The result shows that the z-cal (0.79) is less than the z-critical value of + (1.96)
with a degree of freedom of 1443 at 0.05 level of significance. Hence, the null hypothesis
Ho3 accepted which indicated that there is no significance difference between principals and
teachers on stress management coping strategies in area of adopting problem solving
approach for institutional productivity among public secondary schools in Abia and Imo
States, Nigeria

Discussion of Findings
In respect of the research questions 1, 2 and 3 results on table 1, 2 and 3 showed that
the calculated mean score and its rank order is accepted as it is indicated by the principals’
and teachers’. This means that the mean scores of principals and teachers attitudes on stress
management coping strategies in area of improving on team management, time management
and adopting problem solving approach with staff and students enhance institutional
productivity as well as in leadership growth, values, re-orientation and sustainable national
development in Nigeria with significant cumulative mean scores of 2.79, strongly agree
with work of Chukwu (2016) which reveals that management strategy is a process consisting
of activities of planning, organizing, controlling, performance to accomplish stated
objectives with the use of human and other resources collectively. In similar case,
Oboegbulem (2004) states that stress management strategies are coping actions, behaviours
or attitudes which an individual exhibits when faced with certain psychological and social
demands that tax the individual’s adaptive resources. Further, Manabete, John, Makinde and
Puma (2016) also found that appropriate strategies to deal with stress, especially for teachers
and school heads include regular medical check-up, exercises and proper time management.
In respect of hypotheses 1, 2 and 3, analysis on table 4, 5 and 6 reveal that principals’ and
teachers’ attitudes on stress management coping strategies in area of improving of team
management, time management and adopting problem solving approach with staff and
students for institutional productivity indicates that there is no significant difference on the
responses of principals and teachers as regards the variables on Ho 1, Ho2 and Ho3
respectively. This finding agrees with the study of Juma, Simatwa and Ayode (2016) which
reveals that principals and teachers in Rachuoye North and Home-bay Sub-counties were
experiencing moderate stress at a mean (x) 3.37, and the work of Baraza, Simatwa and Gogo
(2016) that there is moderate stress associated with better performance.

14
Conclusion
Stress management coping strategies is a process of managing low productivity, and
it is a sine-qua-non for leadership growth, institutional productivity, values, re-orientation
and societal development in nation building through improving team management, time
management and adopting problem solving approach with colleagues for achievement of
goals.

Recommendations
Based on the findings, the researchers made the following recommendations:
1. Efforts should be made by the government and non-governmental bodies to map out
effective policy on stress management coping strategies across every sector in
Nigeria. Such policy will help to curb the challenges faced by individual workers and
employer of labour on job stress in an organization.
2. Efforts should be made by the principals and teachers, and other establishments to
adopt time management strategies, problems solving approach with staffs and
students, and improving of team management, since such adoption and collaboration
will help to reduce levels of stress among staff in an organization as well as for
leadership growth and development.
3. Efforts should also be made schools and other establishments to motivate staff
(workers) since such motivation will help to reduce stress in an organization and its
staff, as well as improve the job productivity and efficiency.
4. Efforts should be further made by individuals and organisations to organize
workshops, conferences, seminars and group discussions for themselves and for the
society, since such exercises will help to sensitize and re-build individual mind-set on
stress and also re-orient them in the new skills to be used for stress management.

15
 REFERENCES

Abosede, S.C. (2004). Stress management among female academics in some selected
Nigerian tertiary institutions. Babcock Journal of Management and Social Science,
2(1), 115-123.
Adams, E. (2000). Vocational teacher stress and internal characteristics. Journal of
Vocational and Technical Education, 16(1), 1-16.
Adebola, O. and Mukharti, A. (2008). Sources of occupational stress among secondary
school administrators in Kano State, Nigeria. Retrieved Journal. An international
Multidisciplinary Journal Ethiopia, 2(3): pp 116-129
Akhlaq, M., Amjid, K., Mehmood, K., Hasan, S. & Malik, S. (2010). An evaluation of the
effects of stress on the job performance of secondary school teachers. Journal of Law
and Psychology, 1(1), 43-54.
Al-Khalefa, S.M./ (2000). Female physical education (PE) teacher stress in primary schools
in the Kingdom of Bahrain. Unpublished Ph.D dissertation, physical education
college , Alharem, Cairo.
Anyanwu, J. Okenjom, E.F. & Enyi, G.C. (2015). Occupational stress and management
strategies of secondary school principals in Cross Rivers State, Nigeria. Journal of
Education and Practice, 6(27), 37-42.
Baraza, O.T., Simation, E.M.W & Gogo, J.O. (2016). Levels of stress among secondary
school teachers and its implication on students academic performance in Kenya: A
case study of Kakamega North sub-county: Greener Journal of Education Research
6(5), 1-12.
Best, W.J. & Kaln, V.J. (2006). Research in Education (10th ed.). Prentice Hall: Pearson
India.
Chiffy, K.K. (2005). Professional nursing: concepts and challenges. Missouri: Elsevier
Saunders.
Chukwu, C.J. (2015). Higher perspective on civic education: issues theories and application.
Enugu: EBPI Books.
Chukwu, C.J. (2016). Personnel policy implementation and teacher’s retention among
secondary schools in South-Eastern States, Nigeria. Unpublished Ph.D thesis, ABSU.
Dada, F.O. & Falana, B.A. (2012). Gender influence on the stress experience of University
lecturers. European Journal of Business and Social Science, 1(4), 56-62.
Dobson, F. & Smith, A. (2000). What is stress and how does it affect reproduction? Animal
reproduction science Journal, 60(61) 743-752.

16
Egboka, P.N. & Uzoechina, G.O. (2010). Job stressors among career administrative staff in
universities in Anambra State. (NAEAP). Journal of Educational Leadership, 1 (1),
89-96.
Erin, M., Anne, M. & Kerry-Ann (2012). Perceptions of primary to secondary school
transitions: challenge or threat? Issues in Educational Research, Macquarie
University 22 (3): pp298-314.
Federal Government of Nigeria (2013). National policy on education. Lagos: NERDC.
Fevre, M., Matheny, J. & Colt, G. (2003). Eustress, distress and interpretation in
occupational stress. Journal of Managerial Psychology, 18 (7): pp59-78.
Gebrekirtos, H.A. (2015). Occupational stress among secondary school teachers and their
coping strategies: The case of central zone of Tigray Region. International Journal of
Academic Research in Education and Review, 3(6), 143-157.
Hayble, T.S.M. (2002). Stress and the administrators in public secondary schools. Lagos
State: International Journal of Educational Planning and Administration, 1 (2), 123-
134.
Khan, A., Shah, I.M., Khan, S. & Gul, S. (2012). Teachers’ stress performance and
resources: The moderating effect of resources on stress and performance.
International Review of Social Sciences and Humanities, 2(2), 1-9.
Koom, I.N. (2007). The exodus of principals teacher management issues in East Africa.
UNESCO Africa, 17(10), 6.
Leka, S., Griffiths, A. & Cox, T. (2013). Work organization and stress. Nottingham: UK.
World Health Organisation.
Mahmood, A., Nudrat, Q. & Zahoor, F. (2013). Impact of age and level of experience on
occupational stress of academic managers at higher educational level. Mediterranean
Journal of Social Sciences, 4 (1): pp535-541.
Manabete, S.S., John, C.A., Makinde, A.A. & Duwa, S.J. (2016). Job stress among schools
administrators and teachers in Nigerian secondary schools and technical colleges.
International journal of Education, Learning & Development, 4(2), 1-9.
Mariammal, T., Amutha, A. & Sornaraj, R. (2012). Work-influenced occupational stress and
cardiovascular risk among teachers and office workers. Journal of Chemical and
Pharmaceutical Research, 4 (3): pp1807-1811.
Melgosa, J. (2004). Less stress, (Vol. 4) Spain, MARPA artes graificas.
Nwiom, R.O. & Onwunaka, C. (2015). Stress among secondary school teachers in Ebonyi
State, Nigeria: suggested interventions in the worksite Milieu. Journal of Education
and Practice, 6(26), 93-100.
Oboegbulem, A. (2004). Teacher stress and management, Lagos: Vista Books Limited.
Journal of Nigerian Academy of Education, 4(1), 27-34.
Oboegbulem, A. (2007). Students’ stress management and control strategies. University of
Nigeria trust publishers.

17
Oboegbulem, A. & Onwurah, C. (2011). Organisation and Management of Education. A
Nigerian perspective. Nsukka-Enugu: Great AP Express publishers Ltd.
Okereke, C. (2008). Quality assurance in teacher selection among private secondary
schools in Owerri municipal, Imo State for effective implementation of the UBE.
Journal of Curriculum Organisation for Nigeria, pp37-44.
Olayiwola, S. (2008). Dimensions of job stress among public secondary principals in Oyo
State, Nigeria, Ile-Ife.
Omoregie, E.O. & Jimoh, B.O (2002). Measurement and management of stress in schools:
implication for school administration. International Journal of Educational Planning
and Administration, 1(2), 56-72.
Onah, F.O. (2008). Managing occupational stress in the Nigerian environment. In F.O. Onah
(eds.) human resource management (2nd eds.), Enugu: John Jacobs Classic Publishers
Ltd.
Pithers, R. T. & Sohen, R. (2013). Scottish and Australian teacher stress and strain: A
comparative analysis. British Journal of Educational Psychology, 16(2), 369-382.
Raddy, G.L. & Anuradha, R.V. (2013). Occupational stress of higher secondary teachers
working in Velcore. District International Journal of Educational Planning and
Administration, 3(1), 4-24.
Schooeder, R.M., Akatiau, C.S. & Apekely, A.K. (2001). Stress and coping among
Ghanaian school teachers, Ife psychological: An international Journal, 9(1), 89-98.
Siani, T. (2013). Reason and emotion in psychotherapy, New York, Lyle Stuats.
Slyers, S. (2011). Stress and stressor. The way forward. Lagos: Lola publishers.
Uko, E. (2012). The role of emotion control and emotion ruination in stress management
training. Kaduna: Shemac publishers.
Van Velsor, P. & Orozco, G. (2006). Involving low income parents in the school: Community
centric strategies for school counselors. Professional School Counseling, 11 (1): 17-
24.
Willis, J.B. (2005). Cracking the stress problem. Thailand: The Stanborough Press Ltd.
Yambo, J.M.O; Kindiki, J.N. & Tuitoek, J.K.F. (2012). Investigating high school principals
stress in relation to their job experience in school in Southern Nyanza Region of
Kenya. International Journal of Academic Research in Progressive Education and
Development, 1(4), 44-63.

18