College Of Medicine And Health Sciences

Woll Tertiary Care And Teaching Hosptal, Tertiary Care Campus

Department Of Occupational Health And Safety (Ohs)

Prevalence Of Occopational Stress And Associated Factors Among

Secondary School Teachers In Dessie City, Northeast,Ethiopia,2025
By: Esmael Musema (Bsc In Occupational Health And Safety)
Thesis Proposal To Be Submitted To Wollo University, College Of
Medicine And Health Sciences, Department Of Occupational Health
And Safety In Partial Fulfillment Of The Requirements For The Degree
Of Master Science In Occupational Health And Safety

MARCH 2025
DESSIE, ETHIOPIA
 Wollo University

College Of Mssedicine And Health Sciences

Department Of Occupational Health And Safety

Name of the principal investigator Esmael musema (BSc)

Name of advisor Anmut Endalkachew (Bsc, MPH)

Title of thesis Prevalence of Hand Eczema and Associated factors among

female hair dressers in Dessie city , Northeast, Ethiopia

Duration of thesis 4 months.

Total price of the research thesis 9933 ETB

Address of investigator Email:Esmaelmusema251@gmail.com

I
Acknowledgements

First of all, I would like to acknowledge my GOD for giving me strength and health to complete
my proposal development.

Next, I would like to acknowledge Wollo University (Tertiary care and teaching Hospital)
institute of health, department of occupational health and safety (OHS) for giving me this chance
to conduct this research proposal.

And lastly I want to express my thanks to my advisors Mr. Anmute for their constructive and
valuable comments and advice through my proposal development.

II
Contents
Acknowledgement.......................................................................................................................................II
Acronyms..................................................................................................................................................VII
Summary..................................................................................................................................................VIII
1. Introduction.............................................................................................................................................1
1.1 Background........................................................................................................................................1
1.2 Statement of problem.......................................................................................................................2
1.3 Significance of the study....................................................................................................................3
2. LITERATURE REVIEW................................................................................................................................4
2.1 Prevalence of occupational stress.....................................................................................................4
2.1 Factors associated with Occupational stress.....................................................................................5
2.1.1 Socio-demographics factor.........................................................................................................5
2.2.2 Behavioral factors.......................................................................................................................6
2.2.3 Environmental factors................................................................................................................7
2.2.5 Workload....................................................................................................................................8
2.3 Relationship with management.........................................................................................................9
(39).2.3.1CONCEPTUAL FREAM WORK......................................................................................................10
3 Objectives...............................................................................................................................................11
3.1 General objective.............................................................................................................................11
3.2 Specific objective.............................................................................................................................11
4 Methods and materials...........................................................................................................................12
4.1 Study Area and period.....................................................................................................................12
Figure: - 2...................................................................................................................................................12
4.2 Study design....................................................................................................................................12
4.3 Population.......................................................................................................................................13
4.3.1 Source population.....................................................................................................................13
4.3.2 Study population......................................................................................................................13
4.3.3 Study unit..................................................................................................................................13

III
 4.4 Criteria.............................................................................................................................................13
4.4.1 Inclusion criteria.......................................................................................................................13
4.5 Sampling size determination...........................................................................................................13
4.6 Sampling procedure.........................................................................................................................14
4.7 Study variables.................................................................................................................................14
4.7.1 Dependent variables.................................................................................................................14
4.7.2Independent variables...............................................................................................................15
4.8 Data collection tool and techniques................................................................................................15
5 Operational definition............................................................................................................................15
6 Data management..................................................................................................................................16
6.1 Data quality control.........................................................................................................................16
6.2. Data analysis...................................................................................................................................16
6.3. Ethical consideration......................................................................................................................16
6.4. Dissemination of the study.............................................................................................................16
7 Work plan and budget............................................................................................................................16
7.1 Budget plan......................................................................................................................................18
Reference..................................................................................................................................................19
APENDEX...................................................................................................................................................23

IV
List of table
Table 1work plan breakdown....................................................................................................................16
Table 3:-Budget break down.....................................................................................................................18

V
 List of figures

Figure 1: Conceptual framework of variables occupational stress and associated factors among
secondary school teachers in Dessie city, north east, Ethiopia, on 2025....................................................10
Figure: - 2 the study area on prevalence of occupational stress and associated factors in Dessie city,
Ethiopia, 2025...........................................................................................................................................12

VI
Acronyms
BSC:-

CI :- cumulative interval
EE: - emotional exhaustion
HAC :- high alcohol consumption
NIOSH :- National Institute of Occupational Safety and Health
OR :- odds ratio
SD :- standard deviation
SPSS :- Statistical Package for Social Sciences
TC :- tobacco consumption
TSI-Sinhala :-
US: - united stat

VII
Summary
Occupational stress among secondary school teachers is a global concern, impacting not only their
health and well-being but also the quality of education they provide. Occupational stress arises when
the demands of the teaching profession surpass a teacher’s capacity and capability to cope. Based on
studies conducted worldwide, the teaching profession is recognized as a high-stress occupation, with
significant implications for teacher retention, job satisfaction, and student outcomes. Occupational
stress in teachers can be triggered by various factors. For example, teachers might experience pressure
due to excessive workloads, large class sizes, and limited resources. Other sources of occupational stress
include challenging student behaviors, difficult relationships with parents or administrators, and a lack
of autonomy in the classroom. Occupational stress is recognized globally as a major challenge to teacher
health and the overall
effectiveness of the education system. It leads to diminished well-being, reduced job performance, and
can stem various source within and outside the school environment.
This study aims to determine the prevalence of occupational stress among secondary school teachers in
Desssie city north east Ethiopia. Furthermore, the study aims to examine the relationship between
occupational stress and various factors, such as years of experience, subject taught and school
characteristics. The findings of this study will inform the development of targeted interventions to
reduce occupational stress and promote the wellbeing of secondary school teachers.

Objective: - this study will aims tTo determine the prevalence of occupational stress and
associated factors among secondary school teachers in Dessie city, Amhara region, South Wollo,
North east, Ethiopia, (2025).

Methods: - A cross-sectional study design will be used to assess the prevalence of occupational
stress and its associated factors among secondary school teachers in Dessie city., and Tthe data
will be collected from selected secondary school teachers by using self-administered structural
questionnaires, and observational checklists will be used to record all the necessary information
from teachers. The data and will be analyzed using Statistical Package for Social Sciences
(SPSS) version 25.

Work plan and budget: - The thesis will be done from March 15 to June 3 and the total budget
of this thesis will take 9,933 ETB.

Keywords: - occupational stress, prevalence and secondary school teachers

VIII
1. Introduction

1.1 Background
According to the World Health Organization (WHO), stress is a natural human response to
challenges or threats, a state of worry or mental tension caused by a difficult situation that affects
both the mind and body, making it hard to relax (1).

According to the National Institute of Occupational Safety and Health (NIOSH), occupational
stress is defined as “harmful physical and emotional responses that occur when the requirements
of the job do not match the capabilities, resources and needs of the worker” (2). Occupational
stress refers to the unpleasant negative emotional experience experienced by teachers, which
may lead to excessive physical and mental fatigue, nervousness, depression, or pain due to
factors such as long working hours, heavy workload, and serious inappropriate student behavior
(3).

Teacher is one of the most important elements of educational process in any country of the world

and he/she is considered as the commander of the educational process and all educational outputs
depend on him. The important task of a teacher is teaching and guiding the future generation (4).

Kaur (2017) defined teachers’ stress as a condition where teachers exposed to certain unwanted
environmental factors that interfere with the normal routine life of teachers either exist within
educational institutions (internal factors) or outside the educational institution (external factors),
then give a bad impact to their job performance (5). Moreover, a comparative study by Johnson
in 2005 concluded that out of 26 professions, teaching represents the second most stressful
occupation after ambulance car drivers .(6). Teachers have above-average burnout rates
compared to other professions (7), and the occupational stress among teachers has increased
significantly over the last decade (8). Around 30% of teachers report that the teaching
profession is ‘very stressful’ or ‘extremely stressful’ (9).

Teacher is one of the most important elements of educational process in any country of the world

and he/she is considered as the commander of the educational process and all educational outputs
depend on him. The important task of a teacher is teaching and guiding the future generation.

1
1.2 Statement of the problem
The teaching job in itself is demanding. Teachers work under different management systems and
working conditions which affect their psychological state. There is a wide spread belief that
work related stress among teachers has serious implication for the teachers’ mental health and
performance.

Globally Teachers have above-average burnout rates compared to other professions and the
occupational stress among teachers has increased significantly over the last decade (7). Around
30% of teachers report that the teaching profession is ‘very stressful’ or ‘extremely stressful’
(8). According to the Gallup Report results indicate that 46% of US teachers report very high
daily stress during the school year (9). According to an SNF study on Swiss teachers from the
fifth to the ninth school year, around one-third of teachers feel very stressed. Consequently,
many teachers leave the profession or retire early. 40–50% of those starting their careers quit
the job during the first 5 years, which costs US schools 2.2 billion US Dollars a year (10). The
Swiss State Secretariat for Economic Affairs estimates the cost due to the working population’s
stress at 6.5 billion Swiss Francs (approximately 7 billion US Dollars). In the teaching profession
alone, diseases due to occupational stress result in costs of 37.6 million Swiss Francs
(approximately 40.5 million US Dollars) a year (11)

According to National Institute of Occupation-al Safety and Health (NIOSH) 40% of workers
reported that their job was very stressful, 25% view their jobs as the number one stressor in their
lives, and work stress is more strongly associated with health complaints than financial or family
problems. According to American Institute of Stress (AIS) reported that 80% of workers feel
stress on the job, 25% have felt like screaming or shouting because of job stress (12).

In European countries, about 10–40% of teachers suffer from extreme stress (13). Similarly,
research in Canada has shown nearly three-fourths of teachers were stressed (14) and with 22%
reporting extreme stress in Germany (15)

In Japan, school teachers leavesleave there work due to mental health problem. The problems
become an urgent social concern. The percentage of school teachers on leave due to mental
disorders has increased by approximately six foldsix-fold from 0.11% in 1992 to 0.64% in 2021
(16).

2
Throughout developing African countries, teachers face even greater challenges, including
limited resources, inadequate infrastructure, and overcrowded classrooms (17).

A study done at British University, In Cairo, Egypt to assess Egyptian teachers' burnout and the
role of work environment characteristics and job stress, indicated that work environment
characteristics (lack of involvement, lack of work cohesion, lack of super-visor support, lack of
autonomy, work pressure, lack of physical comfort and lack of innovation) have significant
effects on Egyptian teachers' perceived stress and burnout (18).

According to the study conducted in Nigeria teachers stress was 72.2%, depression, 29.3% and
general anxiety disorder, 29.5% (17).

The Ethiopian Ministry of Education has acknowledged the growing concern regarding teacher
well-being, noting that teacher attrition rates have increased by 15% in the past five years, with
stress cited as a major contributing factor.

This alarming statistic underscores the urgent need for effective interventions to support
Ethiopian teachers and prevent further attrition from the profession. Furthermore, preliminary
studies have linked teacher stress to decreased student performance, with a 10% reduction in
average test scores in classrooms taught by highly stressed teachers (19). This finding highlights
the potential impact of teacher stress on the quality of education in Ethiopia and the need for
targeted interventions to address this critical issue. Besides studies showing the prevalence of
occupational stress among public secondary school teachers are scarce . therefore this study will
aims to determine prevalence of occupational stress and its associated factors among public
secondary schools teachers in dessieDessie city, northeast Ethiopia.

1.3 Significance of the study

This cross-sectional survey estimates the prevalence of Occupational stress amongstress among
public secondary school teachers and identified knowledge gaps, beliefs and behavioral patterns,
there by enhance understanding andunderstanding and action targeting obstacles in the reduction
of diseases-related to Occupational stress.

3
This study can help to raise awareness of Occupational stress among public secondary school
teachers and the importance of preventive measures among public secondary school teachers on
mentalon mental health ability, People may be inspired to protect their stress management style
by taking precautionary steps as a result.

The results of the study can be a useful source of information for regulatory agencies and
legislators as they create and execute guidelines and policies planned to lower the prevalence of
Occupational stress among public secondary school teachers.

2. LITERATURE REVIEW

2.1. Prevalence of occupational stress

Globally, teaching is recognized as a highly stressful profession, with studies showing a
significant prevalence of occupational stress among teachers, ranging from 40% to
74% depending on the specific study and the severity of stress considered (20). A report of
occupational stress in the year 2000 found the occupations in the United Kingdom with high
stress (in order) were teaching, nursing, management, professionals, other education, welfare,
road transport and security. At least one in five reported high levels of stress. The teachers who
reported high levels of stress were two in five (21). Study shows in In European countries, about
10–40% of teachers suffer from extreme stress (13). Similarly, research in Canada has shown
nearly three-fourths of teachers were stressed (14) and with 22% reporting extreme stress in
Germany (15).

According to aA cross-sectional study in Sri Lanka included 1426 secondary teachers, selected
using multistage cluster sampling from public schools of Colombo, Sri Lanka. Validated Teacher
Stress Inventory-Sinhala (TSI-Sinhala) assessed occupational stress. Prevalence of high 15.9%
(95% CI: 14.0%-17.8%) (22).

According to Sprenger (2011) in a study on stress and coping behaviors among primary school
teachers in North Carolina, one hundred percent of teachers interviewed for this study reported
that the teaching profession is stressful, with 72% describing the profession as extremely or very
stressful (23).

4
A recent telephone survey of 2004 primary and secondary school teachers in Hong Kong
reported that 19.7 percent and 13.8 percent had depressive and anxiety symptoms,
respectively, and 8.3 percent had both 12. Hong Kong teachers were found to have more
burnout symptoms compared to the normative United States (US) samples and German
teachers (24).

Study conducted in the Egypt indicates that the prevalence of depression symptoms was
(19.8%). Role overload, role conflict, unreasonable group and political pressures were the most
occupational stressors found among the studied population. As regards private school teachers,
responsibility for persons was the most significant stressor while powerlessness, poor peer
relationship, intrinsic impoverishment and low status were significant stressors among
governmental school teachers (25).

Study in Ethiopia showed show in Ethiopia that tThe overall prevalence of perceived work-
related stress was 58.2%. Teaching experience < 5 years (AOR 2.03, 95% CI (1.10, 3.73),
education level BSC/BED (AOR 1.66, 95% CI (1.07, 3.17), high job demand (AOR 1.61, 95%
CI (1.29, 3.74), and poor relationships (AOR 1.88, 95% CI (1.07, 3.31) were significantly
associated with work-related stress (19).

2.1 Factors associated with Occupational stress

2.1.1 Socio-demographics factor

The study conducted in Bribhum District of West Bengal identifies that demographic factorsthat
demographic factor influenceinfluences the stress level of teachers.

In India the present study examined the relationships of a set of independent variables (gender,
qualification, teaching experience, salary, subjects taught and marital status) with occupational
stress among secondary school teachers. The population in this study consists of 608 teachers
from 42 schools of Uttar Pradesh (India). The Teachers Occupational Stress Scale was used for
data collection, while t-test and F-test are used for statistical analysis. According to the results of
the analysis, nearly half of the secondary school teachers experience less stress towards their job
and males dis play more occupational stress towards job than the females. Moreover, the trained

5
graduate teachers are found to have higher occupational stress than post-graduate and untrained
teachers (26).

Age has been found by researchers to be a predictor of stress . According to study Conducted in
Malaysia of secondary school teachers revealed that teachers between the ages of 31 and 40
years old had high stress level (27).

In Nigeria, found that female teachers’ marital status had a significant influence on their level of
stress, as married female teachers reported less stress than teachers who are single or divorced
(28).

2.2.2 Behavioral factors

Based on the reports of Internationalinternational journal of environmental research and public

health,
Teachers have been reported as having high levels of emotional exhaustion (EE). It has also been
observed that tobacco consumption (TC) is higher during stressful events. In addition, teachers
with high EE also have a high risk of TC. The present study reports an association between TC
and high EE category among teachers, regardless of gender. An important association is also
observed between the under-45 age group and high EE. These results indicate that teachers
should have psychological support and interventions aiding them with facing work stress and TC
habits, especially for younger teachers (29).

According to study conducted in Japan reveled that a total of 723 male and 476 female teachers
remained after excluding non-drinkers. Perceived individual-level occupational stress was
assessed using the Generic Job Stress Questionnaire. HAC was defined as ethanol consumption
greater than or equal to 280 g in 1 week for male teachers and greater than or equal to 210 g for
female teachers. Multiple logistic regression analyses were conducted. HAC was identified in
16.6% of male and 12.4% of female teachers. The average ages (± standard deviation: SD) of
male and female teachers were 46.9 ± 10.9 years and 39.9 ± 12.3 years, respectively.
Schoolteacher was the most common position classification among male (48.7%) and female
teachers (86.3%). For those with a moderate level of stress, “social support from supervisors”
was associated with HAC among males (odds ratio [OR] = 0.43, 95% confidence interval [CI] =
0.23–0.8), whereas for female teachers with a high level of stress, “variance in workload” was

6
associated with HAC (OR = 2.09, 95% CI = 1.04–4.24), using an adjusted model. This study
showed that moderate social support from supervisors was negatively related to HAC among
male teachers, and high variance in workload was positively related to HAC among female
teachers (30).

In Nigeria Alcohol related injuries were reported by 10.4% while heavy episodic drinking
occurred in 26.7% of the teachers. Hazardous alcohol use was associated with younger age (χ2=
4.29, p= 0.038), male gender (χ2= 6.39, p= 0.011), lower level of education (χ2= 9.81, p= 0.007),
higher number of children (χ2= 6.21, p= 0.045). Male teachers were 6 times more likely to
engage in hazardous alcohol consumption (OR 6.39; 95% CI= 0.31-0.87). Additionally, 16.7%
of teachers had psychological distress (GHQ 12 score of≥ 3). Alcohol related injury was
significantly associated with psychological distress (χ2= 86.80, p= 0.001). Respondents with a
history of alcohol related injury were 30 times more likely to have psychological distress (OR=
30.62, CI= 11.95-78.49). Hazardous alcohol use among secondary school teachers is a major
public health problem. Psychological wellbeing plays a significant role in harmful alcohol use
among this occupational group. There is an urgent need for interventional strategies to mitigate
these harms considering the potential roles teachers have in substance abuse prevention in
schools (31).

2.2.3. Environmental factors

A recent study conducted in china rivaled that environmental factors have a significant negative
impact on occupational stress, and occupational stress plays an important mediating role between
environment and occupational burnout. Research has shown that differences in external
environments lead to varying levels of personal stress among college physical education
teachers, which in turn affects their level of occupational burnout. Environmental factors often
considered as sources of teacher stress include external demands such as excessive workload,
time pressure, lack of resources, paperwork, student behavior Organizational factors such as
leadership support level and school atmosphere, as well as reviews around teacher efficacy (32).

Job burnout will not only affect the development of individual teachers but will also have a
negative impact on higher institutions, students, and society. In addition to individual factors,
environmental factors also have a significant impact on teachers’ job burnout (33). For teachers,

7
the professional environment mainly includes higher institutions’ environment, social
environment, and family environment. Support from higher institutions and society can
effectively alleviate teachers’ job burnout (34). Previous research on the relationship between
teachers’ professional environment and job burnout focuses mainly on the school environment
(35), however, school management, teacher-student relationships and other factors are closely
related to teachers’ job burnout. For example, college teachers who have good interpersonal
relationships have comparatively lower job burnout. Meanwhile, when teachers face pressure
from numerous aspects, such as workload, examination pressure, and student management, it is
likely to result in a sense of powerlessness and even frustration due to the limited resources.
Other environmental factors such as lack of social support and poor interpersonal relationships
can also be sources of teachers’ stress and the greater the pressure, the more serious the job
burnout of school teachers. Most research on the relationship between teacher professional
environment and occupational burnout focuses on the school environment, and factors such as
school management and teacher-student relationships are closely related to teacher occupational
burnout (36).

Please include students poor behavior, Workload, Relationship with management as work related
factor and add other important variables like role conflicts and clarity, work family conflicts, job
demand, social support, job sat faction, job security, number of student per class, working condition,…

2.2.4 Students’ poor behavior

Every individual may experience certain level of stress throughout their lives and it may arise
from various factors. It may be because of the surrounding environment, attitude, and their job
requirement. Negative stress among school teachers could lead to emotional and physical
depression.

Among the cause that could lead to stress among school teachers is student’s poor behavior as
most of their occupational time is spent with their students. students now days are becoming
more indiscipline and every single student has different characteristics and attitudes. Therefore
their poor behaviors may intensify stress among school teachers. Moreover, teachers are easily
distracted with student behavioral issues which can decrease teachers’ level of concentration
resulting in more stress among them (37).

8
2.2.5 Workload

Schembari indicated that teachers’ workload had increased over years and that teachers work
longest hours up to 47 hours per week. He discussed teaching as a ‘multi-track activity’ in which
teachers are required to do several things at once, in responding to the needs of students or their
interactions with colleagues. Such multi-track activities also lead to role conflict where teachers
felt torn and pulled by the need to fill the different roles, which causes a lot of stress in teachers
(38).

2.3 Relationship with management

The problem of relationship with management has also led to further problems like unrealistic
goals, unsympathetic treatment, time-pressured work, and lack of control over content and origin
of work. According to an analytic report on education, poor resource management seriously
demotivates teachers in most African countries. It is also reported that the management
sometimes becomes biased and tends to put more pressure on certain teachers. These teachers
feel they are harshly supervised. Sometimes such teachers have little say in decision-making.
Such behavior may lead to teacher feeling that supervision is harsh and may lead to stress

9
 (39).2.3.1CONCEPTUAL FREAM WORK

Socio demographic
characteristics Behavioral factors
 smoking
 sex
 drinking alcohol
 Age
 khat chawing
 Marital status

 Family size
 Educational status
Occupational stress
 Length of Work
(Presence / Absence)
period

 Learn Hairdressing Environmental factor

 Workload
 Student poor
behavior
 leadership
support level
 school
atmosphere

This bold arrow shows that the relationship between independent and dependent variable
This broken arrow shows that the relationship between independents variables
Figure 1: Conceptual framework of variables occupational stress and associated factors among
secondary school teachers in Dessie city, north east, Ethiopia, on 2025.

10
3 Objectives

3.1 General objective

To assess the prevalence of occupational stress and its associated factors among secondary
school teachers in Dessie city northeast, Ethiopia 2025

3.2 Specific objectives

 To assess the prevalence of occupational stress among secondary school teachers in
Dessie city, Amhara region north east, Ethiopia 2025
 To identify associated factor of occupational stress on secondary school teachers in
Dessie city, Amhara region north east, Ethiopia

11
4 Methods and materials

4.1 Study Area and period

The study will be carried out in Dessie city that was established in to being of 1886 following
Nigus Michael’s selection as a seat of power. Dessie city is found in south Wollo zone, eastern
margin of Amhara regional state and in north part of Ethiopia at a road distance of 401km from
Addis Ababa. It is located geographically at latitude and longitude of
11◦8’N39◦38’E/11.133◦N39.633◦, with an elevation of 2470 and 2550 meters above sea-level.
According to dessie statics agency reports in 2021the total number of population in the city is
around 480737. The city is subdivided in to 5 sub cities namely (Segno gebeya, Arada, Hotie,
Menafesha and Buanbua Wuha). The city has an average temperature of 15.2 ◦ c and mean annual
rainfall of 1145mm.
The study will be conducted from February to June, 2025

Figure: - 2 the study area for on prevalence of occupational stress and associated factors in
Dessie city, Ethiopia, 2025

4.2 Study design

A cross-sectional study design will be used to assess the prevalence of occopatioaloccupational
stress and its associated factors that work in secondary school teachers of Dessie city.

12
4.3 Population
4.3.1 Source population

All teachers in Dessie city who are working in secondary school teachers will be the source of
population

4.3.2 Study population

All teachers who will be available in their work place during the study period in selected
secondary school.

4.3.3 Study unit

All teachers who will be available in their work place during the study period in selected
secondary school, and directly participate in this study.

4.4 Eligibility Criteria

4.4.1 Inclusion criteria

This study includes all teachers who are known to work in a secondary school teacherssecondary
school teacher within Dessie city and those willing to participate.

4.5 Sampling size determination

The sample size is calculated using single population proportion formula with the following
assumptions.

n = (Zα/2)²p (1 -p) = (1.96)²(0.582) (1-0.582)

w² (0.05)²

n = 0.9804 = 392

0.0025

Where n=sample size

13
P = 58.2 a value obtained from a related research which was conducted on the perceived work
related stress and its associate factor among public secondary school teachers in Gondar city: a
cross sectional study from Ethiopia (19).

(Zα/2)² = confidence level at 95 %( 1.96).

W =5% marginal error

Sample size =392, But the study population is below 10,000, so that we should sample size
correction formula and adjust ours sample size.

nf=ni/ (1+ (ni/N))

nf =392/(1+(392/N))

Where N=number of study population

N=?

nf =?

4.6 Sampling procedure

Systematic random sampling (SRS) will be uUsed to select study subjects using computer generated
random number. This is done by taking the lists of teachers’ workers from selected secondary school as a
sampling frame. Systematic random sampling will used, because the main aim for this study is to gain a
deeper understanding about prevalence and then to generalize to a larger population.

4.7 Study variables

4.7.1 Dependent variables

 Occupational stress

14
4.7.2. Independent variables

 Socio demographic characteristics

 Behavioral factors
 Environmental factors
 Students’ poor behavior
 Workload

4.8 Data collection tool and techniques

Fifty one - (51) item questionnaires comprising of seven sections is using for data collection. The
data collector will be psychiatry nurses and use the standard tools of occupational stress
questionnaire collected using pre-tested structured questionnaire will by applying face to face
interview methods of data collection tools. , Oobservational checklist will be grouped and
arranged according to the particular variable that they can address. The questioners contain
variables related to socio demographic characteristics, and other basic questions related to
occupational stress, and its associated factors among secondary school teachers .

5 Operational definitiondefinitions
Occupational stress:- For the purposes of this study occupational stress is defined as “harmful
physical and emotional responses that occur when the requirements of the job do not match the
capabilities, resources and needs of the worker” (2).

Teacher stress:- teachers’ stress as a condition where teachers exposed to certain unwanted
environmental factors that interfere with the normal routine life of teachers either exist within
educational institutions (internal factors) or outside the educational institution (external factors),
then give a bad impact to their job performance (5).

Prevalence: Prevalence is defined as the percentage of secondary school teachers in Dessie city
who have occupational stress at a certain moment.

15
6 Data management

6.1 Data quality control

Pre-test will be done to check questions. Before data collection, two days of training will be
given how the data will be collected and about the purpose of the research, survey, methodology
and ethical issues will be organized for data collectors and supervisor. Supervisors and principal
investigators check the collected data for completeness and consistency before entering them into
the finished model. Missing values and outliers are checked with frequency plots and residual
plots and managed accordingly.

6.2. Data analysis

The coded data will be entered in to computer using Epi data version 4.6 25 Software and
transferred to SPSS version 25. The data will be analyzed using logistic regression model.

6.3. Ethical consideration

Before conducting the research Ethical clearance will be obtained from the wollo university
college of medicine and health science. Informed consent will be obtained from respondents who
will participate in the study. Confidentiality will be maintained by omitting their name and
personal identification of the participant. Before starting the interview data collectors will inform
the study participant about the purpose and Significances of the study to get the consent of the
respondents.

6.4. Dissemination of the study

The findings of this study will be submitted to Wollo University College of medicine and health
science, Department of occupational health and safety science. It will be also submitted to Dessie
city health directive or office.

7 Work plan and budget

Table 1work plan breakdown

No Activities Responsible body Time schedule

16
 Janua Marc Apri May
2025 2025 2025 2025

1 Title Principal investigator

submission

2 Title selection Occupational health and

safety (OHS) department

3 Proposal Principal investigator

Writing

4 First draft Principal investigator

submission

5 Final proposal Principal investigator

submission

6 Final corrected Principal investigator

proposal
submission

7 Proposal Principal investigator

presentation

8 Questionnaire Principal investigator

preparation

9 Data collection Data collector

10 Data analysis Principal investigator

and report
writing

11 1st research Principal investigator

submission

12 Finalized paper Principal investigator

submission

17
 13 Final research

7.1 Budget plan

Table 2:-Budget break down

S.N Type of material Unit of Number of Quantity Unit price in Total price
Measurement Person needed birr in birr
1 Pen Number 15 25 375
2 Pencil Number 6 15 90
3 Paper Pack 4 950 3800
4 Calculator Number 1 11oo 11oo
5 Note book Number 1 250 250
6 Eraser Number 6 30 180
7 Questionnaire Page 4 5 20
duplication
8 Data collector Day 1 4 day 500 2000
10 Transport Round 30 7 210
11 Contingency 1,908
(10%)
Total price 9933

18
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22
APENDEX
SECTION A.
DEMOGRAPHIC AND SOCIO-ECONOMIC CHARACTERISTICS
1. What is your age?

2. Sex

3. What is the highest level of education you 1. ☐ Diploma

have completed? (Choose one only) 2. ☐Degree

3. ☐ masters

4. Type of employment 1. ☐ Self-employed

2. ☐ Working for someone

5. How long have you been a teacher ?

6. HOW Long have you been in your

Current school

How many schools have you worked in ?

7. What is your marital status? 1. Single 2. Married 3. Divorced

8. How many numbers of children do you

have?

SECTION B.
MEDICAL AND OCCUPATIONAL HISTORY OF RESPONDENT TOWARDS HAND ECZEMA

23
1. Do you Smoking? 1. Yes 2. No

2. If yes to Q1, how often? 1.Every day

2.1-3 days/week

3. Occasionally

3. Do you drink Alcohol 1. Yes 2. No

4. If yes to Q3, how often? 1.Every day

2. 1-3 days/week

3. Occasionally

5. Do you often feel too tired or drained to 1. Yes 2.No

exercise after work?

6. Do you frequently have trouble falling 1. Yes 2.No

asleep or sating asleep?

SECTION C. Never rarely Sometime often Very often

STUDENT POORE BEHEVIOER

1. Student taking out of turn or disrupting

the lessons.

2. Student refusing to follow instruction or

comply with class room.

3.student passing not or engaging in other

forms off task communication during class

4. student arguing with the teacher or with

other student

24
5. student refusing to complete assigned
work

6. student using inappropriate language

towards the teacher or other students

7. student displaying disrespectful or defiant

behavior

8. student sleeping in class

9.student using cell phones or other

electronics devices inappropriately in class

10. student exerting signs of emotional

distress such as anxiety sadness or anger

SECTIIONN D
INDIVIDUAL FACTOR( PERSEPTION AND BLIFES)
1 .Do you doubt your ability effectively Yes No
manage your class room?

2. Do you offend feel overwhelmed by the Yes No

challenges of teaching?

3. are you often dissatisfied with your choice Yes No

of career path as a teacher?

SECTION E:-
ENVIROMENTAL FACTOR (WORK LLOAD AND RESOURCE)

1. Do you feel that your workload is Yes No

unmanageable or excessive?

2. do you feel that you lack the necessary Yes No

25
resource (e,g text books,
technology ,supplies)to effectively teach
your students?

3. Do you feel that you have insufficient Yes No

time to adequately prepare for your lesson?

4. is the amount of paper work and Yes No

administrative task required of you over
whelming?

5. Do you teach a large number of class or Yes No

students each day /week?

6. Do you spend a significant amount of time Yes No

on administrative task that ntake away from
teaching time?

SECTIIONN E

ENVIROMENTAL FACTOR (POLICIE AND SYSTEM

1. Do you feel that there is excessive Yes No

pressure on teacher to meet standardize
testing gals and student performance
metrics?

2. it difficult to enforce consistent and Yes No

effective discipline due to school policy or
lack of administrative support

3. Do you that your voice is not hear when Yes No

important decisions are made regarding
school policy and practice?

4. are school discipline policies unclear, Yes No

26
inconsistence, or unfairly applied?

SECTIIONN F YES NO

ENVIROMENTAL FACTOR (SCHOOL CLIMATE

AND SUUPPORT)

1 Do you feel that the school administration is

unsupportive or un responsive to your needs as a
teacher ?

2 Do you experience a lack of collaboration or support

from your colleagues at school?

3 Do you feel that there is a negative or toxic atmosphere

at your school?

4 Do you feel there is in sufficient access to professional

development opportunity for teachers?

SECTIIONN G YES O

COMMUNITY AND SOCIATAL FACTOR

1 Do you feel that the community provide in adequate

support for your school and its teachers?

2 Do you feel that the society place unrealistic or

excessive expectations on teachers?

SECTIIONN H YES NO

27
 OBSERVATIONAL CHECKLIST QUESTIONS

1 Dose the teachers show visible signs of fatigue (eg dark

circles, frequent yawing)?

2 Dose the teachers appear disheveled (unkempt hair,

wrinkled cloth)?

3 Dose the teachers frequently complain or express

negativity?

4 Dose the teachers seem irritable or impatient?

5 Dose the teachers speak rapidly or excessively?

7 Dose the teacher struggle to maintain classroom control

8 Dose the teacher seem umpired for lesson?

9 Dose the teacher arrive late to work or early?

10 Dose the teacher appear overwhelmed by their work

load?

28