Workplace-Stress and Quality of Work-Life on Female Teachers’ Performance in Secondary Schools in Zamfara State

Abstract

Abstract

This study assessed the relationship between workplace stress and Quality of work life on female teachers’ performance in secondary schools in Zamfara State. Specifically, it sought to assess the relationship between workplace stress on female teachers’ performance, and determine the relationship between quality of work life on female teachers’ performance. The study adopted a descriptive correlational survey design, a sample of 322 participants comprising 297 female teachers, 21 administrators, and 4 Ministry officials was drawn across seven educational zones. Instrument for data collection was structured 30-item questionnaire titled "Work-Stress and Quality of Work Life Female Teachers Questionnaire" (WSQWLFTQ. The instrument was validated and Cronbach's Alpha was used to obtained 0.78 as the reliability index. Pearson Product-Moment Correlation analyses revealed that workplace stress strongly and positively interacts with performance ((r = 0.712, p < 0.000), where intense environmental pressures force these women to maximize productivity despite the strain. Concurrently, a strong, positive relationship was established between quality of work life and teaching performance (r = 0.684, p < 0.000). The study concludes that organizational health directly dictates capability. It recommended that the Secondary Schools Management Board implement targeted stress-management programmes and supportive workplace policies to successfully help female teachers accomplish balance between their demanding professional responsibilities and their private lives.