Prevalence of Stress and Job Satisfaction among Primary School Teachers in Monduli District, Arusha, Tanzania

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Dr. Christina Elisante Mnjokava

Abstract

Methods


A cross-sectional survey assessed stress and job satisfaction among 169 primary school teachers in Monduli District, selected through stratified random sampling from urban and rural schools. Data were collected using self-administered questionnaires, including a standardized Stress Inventory and Job Satisfaction Survey. Statistical analyses, such as chi-square tests and multiple regression, explored relationships between demographic and environmental factors and teachers' stress and satisfaction.


Most teachers reported moderate to high stress levels, with the workload, student behavior, and resource shortages as major stressors. Job satisfaction was moderate, with dissatisfaction linked to poor working conditions, low salaries, and limited career advancement opportunities. Multiple regression analysis identified the working environment and resources as significant predictors of stress, while salary and working conditions were key predictors of satisfaction. Demographic factors like age, gender, and experience showed varying associations with stress and satisfaction.


The findings highlight the prevalence of stress and moderate job satisfaction among teachers in Monduli District. Contributing factors include inadequate resources, poor infrastructure, long commutes, and lack of housing. The study emphasizes the need for interventions to improve working conditions, provide resources, and create career development opportunities to enhance teacher well-being and job satisfaction.

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