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COMPARATIVE ASSESSMENT OF STRESS INDICATORS AND COGNITIVE IMPAIRMENT RATES OF TEACHERS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Teaching is a demanding profession that often exposes educators to high levels of stress, which can have significant implications for their cognitive functioning and overall well-being. This study aimed to conduct a comparative assessment of stress indicators and cognitive impairment rates among teachers, with the objective of gaining insights into the potential relationship between stress and cognitive impairment in this professional group.
A mixed-methods approach was employed, combining quantitative measures and qualitative interviews to gather comprehensive data. A sample of teachers from diverse educational settings was recruited, and their stress levels were assessed using standardized self-report questionnaires such as the Perceived Stress Scale (PSS) and the Teacher Stress Inventory (TSI). Cognitive impairment rates were evaluated using established cognitive assessment tools such as the Montreal Cognitive Assessment (MoCA) or similar validated instruments.
The findings revealed a significant association between stress levels and cognitive impairment rates among teachers. Teachers experiencing higher levels of stress exhibited higher rates of cognitive impairment across various cognitive domains, including memory, attention, and executive functions. Moreover, the qualitative interviews provided valuable insights into the specific stressors experienced by teachers, such as workload demands, student behavior management, and administrative pressures, which further contributed to their cognitive challenges.
The study highlights the importance of recognizing and addressing the impact of stress on the cognitive functioning of teachers. The findings underscore the need for targeted interventions and support systems to mitigate stress levels and promote cognitive well-being among educators. Implementing stress management programs, fostering a positive work environment, and providing adequate resources and support networks are crucial steps toward reducing the risk of cognitive impairment and enhancing the overall well-being of teachers.
Further research is warranted to explore potential causal relationships and long-term effects of stress on cognitive functioning among teachers. Additionally, investigating effective interventions and strategies for stress reduction and cognitive enhancement in this population could help inform policies and practices aimed at improving the overall quality of teaching and learning environments.
Keywords: Teachers, stress indicators, cognitive impairment, comparative assessment, stress management, well-being.
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