The relationship between stress factors and workplace outcomes amongst educators in the Western Cape province
Quality education is regarded as a powerful tool in ensuring the economic, democratic and social development of nations (Kubberud, Helland & Smith, 1999). To deliver quality education, well functioning teachers are needed (Kubberud, Helland & Smith, 1999) Substantial evidence exists showing that a significant number of teachers worldwide struggle with high levels of distress and burnout (Chaplain et al., 2003). Change in the work environment is often regarded as stressful and can lead to decrease in a sense of general well-being amongst teachers (Verhaeghe, Vlerick, Gemmel, Van Maele & De Backer, 2006). Internal and external factors of change management have shaped the teaching environment in South Africa and have contributed to instability with regard to motivational levels of teachers in recent years. Actions such as intentions of leaving the teaching profession and quitting their job, could have resulted due to feelings of low job satisfaction. However, job satisfaction is not only reflected in high labour turnover but as well in absenteeism, being unproductive or even being unwell at work (Jackson, Rothmann & Van de Vijver, 2006). Continuous exposure to things like high job demands, lack of job resources, change, competitiveness and rivalry, can result in stress and burnout. Stressful events may lead to ill- health and might impact negatively on the work-related well-being of employees. The purpose of the research paper was to grasp the effects of stress factors (namely work overload and work/family conflict) on educators and to establish to what extent it contributes to the workplace outcomes of those educators in terms of their work engagement, job satisfaction levels and the intention to quit.
Job satisfaction, Work engagement, Stress, Teachers
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