Psychological Burnout among Tutors in Colleges of Education in the Ashanti Region, Ghana

Main Article Content

Kennedy Nyeseh Ofori
Eunice Agyeiwaa Kyere
Lydia Boateng Berko

Abstract

This paper identifies the antecedents of psychological burnout and its influence on tutors’ job stress in Colleges of Education in the Ashanti Region of Ghana. The study adopted a case study approach because it probes four specific Colleges of Education (COE) in the Ashanti Region of Ghana. Quantitative research method was employed. Cluster sampling was used in selecting 120 tutors and then stratified on the basis of gender. The study used questionnaire as the main research instrument for gathering the data from participants. Cronbach’s Alpha was used to test the sample reliability, which yielded coefficient 0f 0.84. Data were analyzed using inferential statistics, with Pearson Product Moment Correlation and multiple regression models as analytical tools. Hypothesis was tested at a significant level of 0.01 and 0.05. Results revealed that lack of job satisfaction (96 %) and delay in payment of salary (88%) were the leading antecedents of psychological burnout among the tutors. Again, the findings showed that lack of commitment to work (92%) and transferring of aggression to teacher trainees were the top most effects of stress on Tutors. Results of hypothesis tested revealed no significant difference on the expression on both the causes and effects of psychological burnout among tutors on the basis of gender.  It was concluded that inadequate or complete lack of academic facilities did not only impair academic productivity, but also exerted undue stress on tutors and available facilities. The study recommended among others, the development priorities of the colleges should be Tutor –teacher trainee oriented.

Keywords:
Psychological burnout, counselling, job stress, job satisfaction, tutors, role confusion.

Article Details

How to Cite
Ofori, K. N., Kyere, E. A., & Berko, L. B. (2020). Psychological Burnout among Tutors in Colleges of Education in the Ashanti Region, Ghana. Asian Journal of Education and Social Studies, 13(2), 12-21. https://doi.org/10.9734/ajess/2020/v13i230327
Section
Original Research Article

References

De Simone S, Cicotto G, Lampis J. Occupational stress, job satisfaction and physical health in teachers. European Review of Applied Psychology. 2016; 66(2):65-77.

Lavian RH. The impact of organizational climate on burnout among homeroom teachers and special education teachers (full classes/individual pupils) in mainstream schools. Teachers and Teaching. 2012;18(2):233-247.

Berryhill J, Linney JA, Fromewick J. The effects of education accountability on teachers: Are Policies Too-Stress Provoking for Their Own Good?. International Journal of Education Policy and Leadership. 2009;4(5):1-14.

Maslach C, Leiter MP Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry. 2016;15(2):103-111.

Kaur S. Comparative study of occupational stress among teachers of private and government schools in relation to their age, gender and teaching experience. International Journal of Educational Planning & Administration. 2011;1(2):151-160.

Maslach C, Jackson SE. A social psychological analysis. Social psychology of health and illness. 2013;5(9):227.

Selye GP. Stressors, stress, and neuroendocrine integration of the adaptive response: Annals of the New York Academy of Sciences. 1995;851(1): 311-35.

Schwartz Amy R, William Gerin, Karina W. Davidson, Thomas G. Pickering, Jos F. Brosschot, Julian F. Thayer, Nicholas Christenfeld, Wolfgang Linden. Toward a causal model of cardiovascular responses to stress and the development of cardiovascular disease. Psychosomatic Medicine. 2003;65(1):22-35.

Amidu N, Owiredu WK, Woode E, Appiah R, Quaye L, Gyasi-Sarpong CK. Sexual dysfunction among Ghanaian men presenting with various medical conditions. Reproductive Biology and Endocrinology. 2010;8(1):118.

House JS Occupational stress and coronary heart disease: a review and theoretical investigation. Journal of Health Social. Behaviour 2007: 4(15): 17-27.

Copper CL. The stress check. New Jersey: Prentice Hall Inc. 2004

Yusuf FA, Olufunke YR, Valentine MD. Causes and impact of stress on teachers’ productivity as expressed by primary school teachers in Nigeria. Creative Education. 2015;6(18):1937.

Copper CL. Psychosocial stress and cancer. Chishester; John Wily and Sons; 2002

Reglin G, Reitzammer A. A dealing with stress. Teachers Educ., 2008;118(4):590-597.

Atindanbila S. The perceived effect of work-related stressors on lectures at the University of Ghana. Ghana Journal International of Mental Health. 2010;7.

Gustems-Carnicer J, Calderón C, Calderón-Garrido D. Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education. 2019;42(3): 375-390.

Cole CL. The stress check. New Jersey: Prentice Hall Inc; 2004.

Twumasi E, Gyansare MA. Antecedents of employee job stress: Evidence from the insurance industry in Ghana. Management Science Letters. 2016;6(5):1-8.

Montgomery C, Rupp AA. A meta- analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue canadienne de l'éducation. 2005;458-486.

Targher G, Byrne CD. Non-alcoholic fatty liver disease: An emerging driving force in chronic kidney disease. Nature Reviews Nephrology. 2017;13(5): 297- 310.

Parkinson M. The effect of peer assisted learning support (PALS) on performance in mathematics and chemistry. Innovations in Education and Teaching International. 2009;46(4):381-392.

Thompson N. People skills. Macmillan International Higher Education. London; 2015.

Bean JS. Shelters from the Storms of Anxiety, Depression and Stress. Balboa Press. New Jersey; 2019.

Ololube NP. Teachers’ job satisfaction and motivation for school effectiveness: An assessment; 2005. Available:http://www.usca.edu/essays/vol182006/ololube.pdf

Addison AK, Yankyera G. An investigation into how female teachers manage stress and teacher burnout: A case study of west Akim municipality of Ghana. Journal of Education and Practice. 2015; 6(10):1-24

Lee M. What makes a difference between two schools? Teacher job satisfaction and educational outcomes. International Education Journal. 2006;7(5): 642-650.

Gebrekirstos HA. 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. 2015;3(6):143- 157.

Kyriacou S, Kunc R, Stephens P, Hultgren A. Student teachers’ expectations of teaching as a career in England and Norway. Educational Review. 2003;55: 255-263.

Kyriacou C, Chien A. Teacher stress: Directions for future research, Educational Review. 2001;53(1):27-35.

American Psychological Association. Ethical principles of psychologist and code of conduct. American Psychology Journal. 2002;57:060-1073.