Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

The Level of Self-Perceived Stress among International School Teachers During Post-Pandemic Period

Harnani Mohamed, Pirabavathi A/P Nagappen, Mohd Al Mahdi B. Hussain

http://dx.doi.org/10.6007/IJARPED/v12-i2/17302

Open access

This study aimed to identify the level of self-perceived stress among teachers in international schools. A total of 146 from three international school teachers participated in this study. The teachers were selected to collect the data through the online interview session via google form and disseminated to participants to evaluate the perceived stress level of international schoolteachers in their day-to-day 1. during the post-pandemic period. In addition, the researcher showed a significant difference in self-perceived stress between male and female teachers in international schools. This study used a quantitative approach design to explore the teachers' self-perceived stress levels during the post-pandemic period. The data collected had also been analysed using the SPSS as it can answer the research questions. The findings indicate that teachers' self-perceived stress is at a moderate level. The result was also found to be statistically non-significant of self-perceived stress for males (M=2.54, SD=1.11) and females (M=2.73, SD=0.93) in the personal domain; t (144) =-1.069, p = 0.287. Using the Pearson correlation, there is a positive relationship between the dependent variable "factors that contribute to stress," and the independent variable, "self-perceived stress." Hopefully, this research will help the stress symptoms that school teachers experience to be better understood.

Abdul Said Ambotang, Norazizah Pilus, C. A. Q. A. (2014). Hubungan Karenah Pelajar Dan Beban Tugas Dengan Tahap Stres Guru Di Sekolah Menengah; Jurnal Kinabalu, 20. Retrieved from http://www.ums.edu.my/fksw/en/current-issue/125-hubungan-karenah-pelajar-dan-beban-tugas dengan-tahap-stres-guru-di-sekolah-menengah
Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). COVID-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research, 1-8.
Acharya Pandey R. Chalise HN. Self-Esteem and Academic Stress among Nursing Students. Kathmandu Univ Med J 2015;52(4):298-302.
Aftab, M., & Khatoon, T. (2012). Demographic Differences and Occupational Stress of Secondary School Teachers. European Scientific Journal.

Agyapong B, Obuobi-Donkor G, Burback L, Wei Y. Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. Int J Environ Res Public Health. 2022 Aug 27;19(17):10706. doi: 10.3390/ijerph191710706. PMID: 36078422; PMCID: PMC9518388.

Akhlaq, M., Amjad, B. M., Mehmood, K., Hassan, 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.

Bakker, A. B., Demerouti, E., & Verbeke, W. (2004). Using the job demands?resources model to predict burnout and performance. Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 43(1), 83-104.

Bedard, M., Greif, J. L., & Buckley, T. C. (2004). International publication trends in the traumatic stress literature. Journal of Traumatic Stress. https://doi.org/10.1023/B:JOTS.0000022615.03388.78

Berjot, Sophie & Gillet, Nicolas. (2011). Stress and Coping with Discrimination and Stigmatization. Frontiers in psychology. 2. 33. 10.3389/fpsyg.2011.00033.

Besser, A., Flett, G. L., & Zeigler-Hill, V. (2022). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology, 8(2), 85.

Bhatti, N., Hashmi, M. A., Raza, S. A., Shaikh, F. M., & Shafiq, K. (2011). Empirical analysis of job stress on job satisfaction among university teachers in Pakistan. International business research, 4(3), 264.

Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara- Sánchez, A. J., & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Frontiers in Psychology, 11, 569348.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology. https://doi.org/10.1037/a0029356

De Nobile, J. J., & McCormick, J. (2005). Job satisfaction and occupational stress in Catholic primary schools, a paper presented at the Annual Conference of the Australian Association for Research in Education. Sydney, November 27th–December 1st.

De Nobile, J. J., & McCormick, J. (2010). Occupational stress of Catholic primary school staff: A study of biographical differences. International Journal of Educational Management.

Fimian, M. J. (1988). Predictors of classroom stress and burnout experienced by gifted and talented students. Psychology in the Schools. https://doi.org/10.1002/15206807(198810)25:43.0.CO;2-D

Fink, G. (2016). Stress: Concepts, definition and history. In The Curated Reference Collection in Neuroscience and Biobehavioral Psychology. https://doi.org/10.1016/B978-0-12-809324- 5.02208-2

Ghani, M. Z., Ahmad, A. C., & Ibrahim, S. (2014). Stress among Special Education Teachers in Malaysia. Procedia - Social and Behavioral Sciences.https://doi.org/10.1016/j.sbspro.2013.12.648

Gunawan, G., Suranti, N. M. Y., & Fathoroni, F. (2020). Variations of models and learning platforms for prospective teachers during the COVID-19 pandemic period. Indonesian Journal of Teacher Education, 1(2), 61-70.

Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2005.11.001

Hanif, R., Tariq, S., & Masood, N. (2011). Personal and Job Related Predictors of Teacher Stress and Job Performance among School Teachers. Pakistan Journal of Commerce & Social Sciences.

Hanushek, E. A., Peterson, P. E., Talpey, L. M., & Woessman, L. (2020). Long-Run Trends in the US SES-Achievement Gap. Program on Education Policy and Governance Working Papers Series. PEPG 20-01. Program on Education Policy and Governance.

Ineme, K. M., & Ineme, M. E. (2016). Impact of job satisfaction and burnout on attitudes towards strike action among employees of a Nigerian university. Journal of Higher Education Policy and Management, 38(6), 664-675.

Johnston, Les. “WHAT IS VIGILANTISM?” The British Journal of Criminology, vol. 36, no. 2, 1996, pp. 220–36. JSTOR, http://www.jstor.org/stable/23638013. Accessed 31 May 2023.


Jumahat, T., Noor, F. M., & Ibrahim, M. B. (2017). Faktor-faktor penentu stres dalam kalangan guru: Sekolah rendah Mubaligh di Kuala Lumpur. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 1(2), 1-11.

Kelly, A. L., & Berthelsen, D. C. (1995). Preschool teachers' experiences of stress. Teaching and Teacher Education, 11(4), 345-357.

Kamaruddin, K. (2007). Tekanan Kerja di kalangan guru sekolah menengah. Jurnal Kemanusiaan, 10(1), 105–118.

Lath, R. (2010, April). Virtualization: A survey on concepts, taxonomy and associated security issues. In 2010 second international conference on computer and network technology (pp. 222-226). IEEE.


Lazarus, R. S. (1990). Theory-based stress measurement. Psychological Inquiry, 1, 3-13.

Lortie, D. C (1975). Presentsim, Individualism, and conservatism: The legacy of Dan Lortie’s Schoolteacher. A sociological study.Chicago.

Manpreet, K., & Maheshwari, S. K. (2015). Depression, anxiety and stress among postgraduate nursing students. International Journal of Therapeutic Applications, 21(3), 12-18.

Ministry of Education Malaysia (2006). Projection of Enrolment, Classes and Teachers. Malaysia, Kuala Lumpur: Ministry of Education, Educational Policy Planning & Research Division.

Navidinia. H., Heiran. A. (2017). Exploring the demographic and contextual factors influencing English language teachers’ burnout: Implications for teachers’ burnout. ASEAN Journal of Teaching & Learning in Higher Education.

Nur Izzaty, M., Azman, I., Mohamad Shahril Azwan, M. R., & Sholihien, A. (2015). Work stress and its relationship with workers’ health: An empirical study of a police contingent in Peninsular Malaysia. GEOGRAFIA Online Malaysian Journal of Society and Space.

Obrad, C. (2020). Constraints and consequences of online teaching. Sustainability, 12(17), 6982.

Osman, M. E. (2020). Global Impact of COVID-19 on Education Systems: The Emergency Remote Teaching at Sultan Qaboos University. Journal of Education for Teaching, 1-10.
https://doi.org/10.1080/02607476.2020.1802583

Phillips, S., Sen, D., & McNamee, R. (2007). Prevalence and causes of self-reported work- related stress in head teachers. Occupational Medicine. https://doi.org/10.1093/occmed/kqm055

Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during lockdown of Covid-19 pandemic: A global perspective. International journal of control and automation, 13(4), 1088-1099.

Rahani, Z. M. (2015). Hubungan antara faktor tekanan dengan kesan tekanan dan prestasi kerja guru di sekolah menengah daerah Kota Tinggi, Johor (Doctoral dissertation, Universiti Teknologi Malaysia).

Rivai, Veithzal, 2006. Manajemen Sumber Daya Manusia untuk Perusahaan: dari Teori Ke Praktik. Penerbit PT. Raja Grafindo Persada: Jakarta.

S., D., & Dawn O. P., S. . S. (2015). Stress in school teachers of a school in west bengal, India. Indian Journal of Psychiatry

Safwan.S.H & Shazaitul. (2020). Hubungan antara Pengurusan Masa dengan Tekanan Kerja dalam kalangan Guru Sekolah Menengah di Melaka. Research in Management of Technology and Business, 1(1).

Sahu P. Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus. 2020 Apr 4;12(4):e7541. doi: 10.7759/cureus.7541. PMID: 32377489; PMCID: PMC7198094.

Samad, N. I. A., Hashim, Z., Moin, S., & Abdullah, H. (2011). Assessment of Stress and Its Risk Factors Among Primary School Teachers in the Klang Valley, Malaysia. Epidemiology. https://doi.org/10.1097/01.ede.0000392452.76957.b9

Schonfeld, I. S. (2001). Stress in 1st-year women teachers: The context of social support and coping. Genetic, Social, and General Psychology Monographs, 127(2), 133–168.

Sunyoto, Suyanto.2011. Analisis Regresi dan Uji Hipotesis. Yogyakarta: Caps

Tahir, A. Q. (2011). Effectiveness of teaching stress on academic performance of college teachers in Pakistan. International Journal of Humanities and Social Science, 1(3), 123- 129.

Taul, Z. A., Khairuddin, M., & Abdullah, J. B. (2021). Hubungan Antara Kepuasan Kerja dengan Prestasi Kerja dalam kalangan Guru-Guru Sekolah Menengah Kawasan Pedalaman, Sabah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(8), 249-260.

Tay, Li & Chan, Mei-Yuit & Yap, Ngee & Wong, Bee. (2016). Discourse Particles in Malaysian English: What Do They Mean?. Bijdragen tot de Taal-, Land- en Volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia and Oceania. 172. 479-509. 10.1163/22134379-17204002.

Unesco, I. C. T. (2011). Competency framework for teachers. Paris: United Nations Educational, Scientific and Cultural Organization.

Yahaya, A., Ramli, J., & Ismail, M. (2010). Stres Dalam Kalangan Guru Sekolah Menengah Di Empat Buah Negeri D Malaysia. Journal of Educators & Education/Jurnal Pendidik dan Pendidikan, 25.

Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology. https://doi.org/10.1348/000709901158505

Watson, J. C., Harper, S., Ratliff, L., & Singleton, S. (2010). Holistic Wellness and Perceived Stress: Predicting Job Satisfaction Among Beginning Teachers. Research in the Schools, 17(1).

Yazdani, M., Rezaei, S., & Pahlavanzadeh, S. (2010). The effectiveness of stress management training program on depression, anxiety and stress of the nursing students. Iranian journal of nursing and midwifery research, 15(4), 208.

Young, Raymond & Poon, Simon. (2013). Top management support—almost always necessary and sometimes sufficient for success: Findings from a fuzzy set analysis. International Journal of Project Management. 31. 943-957. 10.1016/j.ijproman.2012.11.013.

Zedan, R. 2012. Stress and Coping Strategies Among Elementary School Teachers in Israel. Universal Journal of Education and General Studies, 1(9) 265-278.

In-Text Citation: (Mohamed et al., 2023)
To Cite this Article: Mohamed, H., Nagappen, P. A., & Hussain, M. A. M. B. (2023). The Level of Self-Perceived Stress among International School Teachers During Post-Pandemic Period. International Journal of Academic Research in Progressive Education and Development, 12(2), 1228–1242.