Background: This study aimed to assess the level of stress experienced by female teachers in the Buohu and Kodie circuits of the Afigya Kwabre district in Ghana, identify the sources and symptoms of stress, and examine the stress coping strategies employed by these teachers.
Materials and methods: The research approach was a quantitative descriptive survey, and a sample size of 86 female teachers was used. A questionnaire survey was conducted to collect data from the female school teachers who had given their acceptance to participate in the study. The face-to-face interaction was solely for the purpose of delivering and collecting the questionnaire and not for interviews or obtaining qualitative data. Data were presented as mean values and analysis was conducted using Statistical Package for the Social Sciences (SPSS), using independent sample t-tests. All procedures were approved by the Institutional Review Board of the University of [edited out for blind review].
Results: The results showed that 60.8% of respondents experienced moderate levels of stress and the top stressors were inadequate teaching and learning materials (TLMs), pupil misbehavior, workload, and lack of recognition. The most prominent symptoms of stress among female teachers were depression, restlessness, weakness, short-term tiredness, and sleeplessness. The study also found that social support is essential in reducing stress levels among these teachers.
Conclusion: The study highlights the need to address the sources of stress among female teachers in Ghana and the importance of social support as a coping mechanism. Overall, this study provides valuable insights into stress management strategies that can be employed to support the well-being of female primary school teachers in Ghana.
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