Cross-sectional analysis indicates that increased teacher stress negatively impacts job performance in rural regions, suggesting urgent reforms.
This study examined the relationship between occupational stress and job performance among basic school teachers in the Asikuma Odoben Brakwa District of Ghana’s Central Region. Employing a cross-sectional mixed-methods design, the study collected data from 237 teachers using structured questionnaires, supported by in-depth interviews with six purposively selected participants. Quantitative findings revealed that stress significantly affected key areas of teacher performance, including lesson preparation, punctuality, assignment marking, and classroom engagement. A strong negative correlation (r = –0.64, p < 0.01) was observed between stress levels and job performance, indicating that increased stress led to reduced professional effectiveness. Qualitative insights further exposed emotional exhaustion, reduced motivation, and withdrawal from teaching responsibilities. The study concludes that occupational stress is a critical barrier to quality teaching in rural Ghana and recommends policy reforms aimed at improving working conditions, strengthening administrative support, and implementing teacher well-being programmes to mitigate the effects of stress.
No takes yet. Share an insight, caveat, or question.
Anakwa et al. (2025) studied this question.