The Relationship between Anxiety and Teacher Performance in Private Secondary Schools

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Date
2021-11-17
Authors
Tugumisirize, Novious
Masagazi, Joel Yawe
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Academic Research in Business and Social Sciences
Abstract
The main objective was to examine the relationship between anxiety and teachers’ performance in private secondary schools in Mukono Municipality. Headteachers, teachers, Chairman Board of Governors, District education officer and Inspector of Schools composed participants to the study giving a total of 60 participants whose data was analyzed both qualitatively and quantitatively. The study adopted a descriptive study design. A correlation Analysis was done to establish the existing relationship between anxiety and teacher’s performance while regression analysis was used to examine the effects of anxiety on the teachers’ performance. The results indicate that a negative and significant relationship at 1% Exist between teachers’ performance and Anxiety (R=-0.964, P<0.01). The negative relationship indicates that an increase in anxiety leads to a decrease in teacher’s performance and a decrease in anxiety leads to an increase in teacher’s performance. Results further indicate that the R2 of the model is 0.93, which implies that anxiety explain 93% change in the performance of teachers. It further revealed that lack of commitment to work, transfer aggression to students, getting distraction at work, ineffective teachers failing to get involved in proper preparation of lessons and evaluating students’ work, failing to finish content syllabus coverage, lost morale and negative attitude towards work are the major effects of anxiety on the teachers’ performance.
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Keywords
Anxiety , Teacher Performance , Secondary Schools , Stress - Teaching
Citation
Tugumisirize, N., & Masagazi, J. Y. (2021). The Relationship between Anxiety and Teacher Performance in Private Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 11(11), 2650-2665.