The Impact of Job Stress Factors on Teachers Performance

Abstract

This study aims to investigate the influence of job stress factors to the performance of teachers. Variable of  job stress factors that investigated in this research are: intrinsic to the job, role in organization, and relationship at work. Intrinsic to the job is a job stress factors related to everything contained in a work profession. Role in the organization is a job stress factors relating to the role held by a person in performing their duties  and relationship at work is a job stress factor related to a person's social relationships in the workplace. The study design is done with quantitative approach with the aim to determine the significance of the influence of variables. The study was carried on teacher working in international senior high schools in the region of Sidoarjo. A questionnaire was used as the instrument to determine the job stress factors and performance experienced by these teachers. The methods of data analysis used in this study is regression  and SPSS was used analyze the data. Findings showed that the job stressor factors consisting intrinsic to the job, role in organization and relationships at work does not significantly influence the performance of teachers. For future research are expected to seek other sources of stress that can affect the performance of teachers.

Keyword(s): Job stress factors, teachers performance.

Introduction
Teacher is the most decisive component in the education system as a whole, which must be a central concern, first and foremost, figure this one will always be a strategic spotlight when it comes to issues of education, because teachers are always associated with any component in the system of education, teachers play a major role the development of education, particularly organized formally in school, teachers also determine the success of learners, especially in relation to teaching and learning. Teacher is the most influential component of the creation of process and outcome quality education. Therefore, any improvement efforts are being made to improve the quality of education will not contribute significantly without supported by professional and qualified teachers. However, today's demands in an increasingly high work pressure raises the amount that must be faced by teachers. Constant pressure can trigger so-called stress disorder.

Stress can lead to various changes for the individuals concerned. Robbins and Judge (2008) classifies as a result of stress in general categories, namely, "the symptoms of physiological, psychological symptoms, and behavioral symptoms". At physiological symptoms, stress can cause dizziness, high blood pressure, indigestion, and other health problems. Then on psychological symptoms, stress can make a person anxious, easily discouraged, and irritability. While on behavioral symptoms, individuals would be difficult to take decisions, behavior uncooperative, refusing to work, it is even possible to out of his job in order to avoid the stress that makes life uncomfortable.

Causes of stress are called stressors. Akhlaqq et al. (2010) divides the two sources of job stress sources that organizational and extra-organizational sources. According to Cooper and Marshall in Akhlaq et al. (2010), the main sources of stress in the workplace include (1) factors intrinsic to the job include excessive workload and time pressure. The workload is not comparable with the physical ability and the expertise of employees and the limited time available to complete it, can make a person feel more depressed. (2) Factor role in organization, which includes the role ambiguity, role conflict, role and responsibilities. Lack of information to be able to carry out a role can cause a person to experience role ambiguity or lack of clarity of roles, so that the workers do not understand what to do. While the role conflict can be caused by the roles that are not expected or contrary to the values ​​and personal beliefs workers. Conflicts also the role of bias arising from the duty that is incompatible with the role of a person in the organization. In addition, in carrying out a role, a person must not be separated from responsibility. Demands to fulfill responsibilities in accordance with the role of the run, the pressure of its own for a worker. (3) Relationship factors at work include the inability to establish relationships with superiors, subordinates, or co-workers and the difficulty in establishing the delegation. If a person is not able to establish a harmonious relationship, both with superiors, subordinates or peers, of course it can cause distress to these workers, because after all, humans are social beings who in life requires interaction with others, not least in the workplace , On the issue of difficulties in the delegation are usually due to a lack of confidence towards others or are not willing to accept additional responsibilities. While Luthans in Akhlaq et al. (2010) states that "job stress originating from outside the organization include social and technological change, economic and financial conditions, race, and the condition of the people.

Research conducted by Sheena Johnson et al. (2005)  examined 26 kinds of professional jobs in the UK and one of them is the teaching profession. In the study mentioned that the workload and time pressure, in other words a factor intrinsic to the job is a stress factor the dominant influence on the performance of teachers. Based on research conducted by Akhlaq et.al (2010) identified stress factors and their effects on the performance of teachers. From these studies it was found that teachers suffered too much work in one day so did not have time to do other things, lack of time to relax, and feel uncomfortable wasting time. Furthermore, it was found that the things experienced by the teachers directly affects the performance shown in the form of lack of knowledge of the subject matter, the inability to introduce variations in teaching methods, exclusion from school in addition to academic problems, absenteeism, inability to maintain relationships well with co-workers, and others.

Healthy competition between schools that want to make their school a predicate has excellent schools, making every school strives to increase the value and image of the school. Therefore, natural that the concerned teachers are expected to contribute as much as possible, where the contribution is reflected in the extent to which the performance achieved by the teachers. According Handoko (2010) "stress can help or functional, but also can play a role one (disfunctional) or impair performance". If there is no work stress, there is no work challenge, this can result in less than optimal performance. Conversely, if there is excessive work stress, in other words the teacher is not able to handle it, then the job stress can impair performance, and of course, the conditions will be very detrimental to the school where the teacher works. Therefore, the stress of work as one of the variables that affect performance, need to be studied.

This research was conducted at International senior high schools in Sidoarjo. In Sidoarjo there are three high schools get international status. International high schools is superior schools which have academic and non-academic achievement is very good. The students of the high school graduates in addition to having a good performance was also widely accepted in many the best universities, secondary data, ie data obtained from studies of literature or other sources, here using the data and information of the National Examination of each school in Indonesia. This is in addition to a source of pride, of course, is also a challenge. If you are not able to maintain the trust, quality, and performance has been achieved, it is possible this school can be defeated by its competitors. Thus, the burden of responsibility of teachers greater possible. In addition to developing the excellence that exists, of course, the teachers are required to remain a teacher who works in a professional and qualified. Therefore, this study aimed to analyze how the influence of stress factors on the performance in international high school teachers in the district of Sidoarjo.

Methods
The study design is done with quantitative approach in order to test hypotheses and determine the significance of the influence of variables: job stress factors on teachers performance. Techniques used in sampling in this research is the method of purposive sample. In this study the respondents criteria restricted to the teachers who teach  in class 12th in international high school in Sidoarjo  there are : SMAN 1 Sidoarjo, SMA Muhammadiyah 2 Sidoarjo, and SMAN 1 Krian. The data used in this study is divided into two primary data and secondary data. As for the primary data, ie data obtained directly from the respondents that the teacher through a questionnaire / job stress questionnaires and teacher performance are filled by teachers. While secondary data, ie data obtained from studies of literature or other sources and information from each school. Data analysis techniques used in this research using descriptive statistical analysis using SPSS.

Based on the problem in this study, the proposed hypothesis :

1. The job stressor factors consisting intrinsic to the job, role in organization and relationships at work together significant effect on the performance of teachers
2. The job stressor factors consisting intrinsic to the job, role in organization and relationships at work partially significant effect on the performance of teachers

 

Figure 1. Analysis Design

Variables used in this study:

1. The independent variable (X) :

1)      intrinsic to the job (X1)

                   indicators used are as follows:

a. Excessive workload

b. time pressure

2)      role in organization

indicators used are as follows:

a. role ambiguity

b. role conflict

c. responsibilities of the role

3)      relationship at work

indicators used are as follows:

a. relationship with superiors, subordinates or colleagues

b. difficulty delegation

2. The depending variable (Y) :

1)      the performance of teachers

indicators used are as follows:

a. learning plan

b. implementation of learning

c. evaluation of learning

Result and Discussion

Multiple linear regression analyzes were conducted to prove empirically whether the factors intrinsic to the job (X1), factors role in organization (X2) and relationship factors at work (X3) have an influence on teacher performance (Y). Data processing was performed using SPSS. The data processing will be described below :

Table 1. Result Multiple Linear Regression

                             Source : SPSS

                                   

Based on the multiple linear regression analysis, the regression equation can be generated as follows:

Y = 3.511 + 0,113X1 + 0,22X2 - 0,160X3

From the multiple linear regression equation :

1.      The constants of 3.511 indicates if there is no independent variables (factors intrinsic to the job (X1), factors role in organization (X2) and relationship factors at work (X3) = 0) then the performance of the international school teacher in Sidoarjo is worth 3.511.

2.      If the variable factors intrinsic to the job (X1) changed one unit, it will lead to changes in the performance of teachers at 0,113 units, assuming other variable constant. A positive sign indicates that the direction of change, ie if the variable factors intrinsic to the job increases by one unit, then the performance of teachers will be increased by 0,113 units. And conversely, if the variable factors intrinsic to the job decreased one unit, then the teacher's performance will decline by 0,113 units.

3.      If the variable factors role in organization (X2) turns the unit, it will lead to changes in the performance of teachers at 0.223 units, assuming other variable constant. A positive sign indicates that the direction of change, ie if the variable factor increased role in organization of the unit, then the performance of teachers will increase by 0.223 units. And conversely, if the variable factor decreased role in organization of the unit, then the teacher's performance will decrease by 0.223 units.

4.      If the variable relationship factors at work (X3) turns the unit, it will lead to changes in the performance of teachers at -0.160 units, assuming other variable constant. Negative sign indicates a change in the opposite direction, that is, if the variable relationship factor at work increased by one unit, then the teacher's performance will decrease by 0.160 units. And conversely, if the variable relationship factors at work decreased one unit, then the performance of teachers will increase by 0.2160 units.

5.      The amount of the contribution of all independent variables on the dependent variable indicated in the R Square value in the above table amounted to 0.083 means independent variables studied contribution to the performance of the international school teachers in Sidoarjo by 8.3% and the remaining 91.7% is another factor that did not make in this research model. To determine the relationship between the independent variable on the dependent varaibel can be shown with coefficient (R) of 0.288. This means that the overall relationship between the independent variable on the dependent variable is weak.

Having in mind the results of the regression equation it can be done hypothesis testing. F test using SPSS was used to test the hypothesis simultaneously between the independent variables on the dependent variable obtained value of F arithmetic < F table = 1.208 < 2.839 so could said that factors intrinsic to the job (X1), factors role in organization (X2) and relationship factors at work (X3) simultaneously does not affect significantly the performance of the International senior high school teacher in Sidoarjo (Y).

Then the t test results are also performed by using SPSS to determine the significant influence of each independent variable on the dependent variable. And if t > t table then the results are significant. Whereas if t < t table then the result is not significant. Based on testing t test showed that factors intrinsic to the job (X1) no significant effect on the performance of the International high school teacher in Sidoarjo. Factors role in organization (X2) is also not significant effect on the performance of the International senior high school teacher in Sidoarjo. And relationship factors at work (X3) no significant effect on the performance of the International senior high school teacher in Sidoarjo.

In this study job stressor factors consisted of factors intrinsic to the job, factors role in organization and relationship factors at work. These results indicate that ktiga these factors, either simultaneously or partially not significant effect on the performance of the international senior high school teacher in Sidoarjo. Based on the results of multiple determination coefficient (R ²) or R Square, the contribution of factors intrinsic to the job, factors role in organization and relationship factors at work on the performance of the international high school teacher in Sidoarjo is 8.3% and the remaining 91.7% is another factor not included in this study.

Factors intrinsic to the job is a job stressor factors related to everything contained in a work profession. In this study, factors intrinsic to the job showed a positive effect, although not significant to the performance of the international high school teacher in Sidoarjo. Based indigo mean or average of respondents' answers in the questionnaire about factors intrinsic to the jobs that are generally included in the high category, the result that the teachers do not feel burdened with tasks that exist, even though the teachers only have a little time to relax at work, feel time is running very fast, and there is more than one kind of tasks that must be completed at the same time. Whereas the mean value of the performance of teachers is high. This suggests that teachers can about his workload well and have good time management.

Factors role in the organization job stressor factors relating to the role held by a person in performing their duties. In this study the role of factors in organization also showed a positive effect, although not significant to the performance of the international high school teacher in Sidoarjo. Based mean or average of respondents' answers in the questionnaire about factors role in organization are generally included in the low category, the result that teachers get clear information about the purpose of the role that the exercise, very familiar with the tasks that need doing, do not do chores which is not a part, not do the task which he did not need, do not be tired when monitoring student behavior and not be depressed if teach students who are less intelligent. Whereas the mean value of the performance of teachers is high. This suggests that teachers get clear information about what to do and who is responsible for a task. Additionally these results show that teachers have the skills and extensive knowledge in performing its role.

Relationship factor at work is a factor related to job stressors a person's social relationships in the workplace. In this study the relationship factor at work showed a negative influence, although not significant to the performance of the international high school teacher in Sidoarjo. Based on the mean average of respondents' answers in the questionnaire about the relationship factor at work is generally included in the low category, the result that the teachers do not find obstacles in establishing communication with colleagues, do not be offended if there are colleagues who rebuked his mistakes, stay calm when delegating responsibilities to colleagues and still receive the overflow of authority from boss although can add existing responsibilities. Whereas the mean value of the performance of teachers is high. This suggests that teachers respect and appreciate one another, have the ability to understand ourselves and understand with another people and there is mutual trust and familiarity is established.

There are several reasons for these results, where the factors intrinsic to the job, factors role in organization, and relationship factors at work not significant effect on the performance of international high school teachers in the region of Sidoarjo. The first reason is the existence of activities to pray together every morning before starting the lesson. With these activities, of course, it brings a sense of calm and comfortable place to start learning activities coupled with Duha prayer in congregation, both teachers and pupils. Besides, every month once held regular lectures for teachers, so that a conducive and harmonious atmosphere more easily realized.

The next reason is the existence of a joint sports activities devoted to the teachers every Friday. This joint exercise led by coaches from outside the school. As it is known, that the sports activities is one way to handle and control stress, of course, not uncommon there will be other activities such as chatting and joking, so this activity in addition to refreshing the body can also be a refreshment of mind and mood of the teachers.

Other routine activities are implemented meeting every other week, followed by teachers and led by the principal as well as activities Subject Teachers Council (MGMP) which is held every one or two weeks. This event is a forum for teachers to conduct the evaluation, exchanging ideas and opinions, as well as the delivery of the latest information related to the teaching and learning activities. Through these activities the teachers each receive feedback so knowing the responsibilities and tasks that must be done in the future.

In addition to these activities, the teachers also included training, seminars, and workshops, both in school and outside of school, so that the knowledge, motivation, skills and experience to be increased. Besides, brought native speaker to train the teachers' ability to speak English. In addition, teachers are also trained to master information technology, thus simplifying their tasks in the learning process.

Conclusion and Recommendation

Based on  the analysis and discussion in the previous section, it can be concluded as follows: It showed no significant association between job stress factors to teacher's performance. Findings showed that the job stressor factors consisting intrinsic to the job, role in organization and relationships at work does not significantly influence the performance of teachers. This means that the teachers were satisfied with their work. With the performance of teachers in teaching and learning activities both from planning, organizing, until the assessment will improve the academic quality.

Based on the research results and conclusions in this study, there are some recommendations : (1) For future research are expected to seek other sources of stress that can affect the performance of teachers, (2) Efforts should be made to increase the satisfaction of the job and minimize work stress among other organizational efforts that are related to the occupied areas of work such as work placement according to individual ability, specifies the purpose and anticipated barriers, improving organizational communication effective to create the same perception of the purpose of work, avoiding the uncertainty of roles, creating a healthy working environment is a constructive effort to minimize the occurrence of occupational stress and increase job satisfaction. Other efforts is the provision of physical facilities, mental clinic, and the guidance of increased responsibility, all of these are positive steps are organizationally to avoid the stress of working in the school environment.

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