The Influence of Workload and Types of Tasks on Emotional Stress among Teachers in the Sibu District, Sarawak

Abstract

Previous studies have shown that workload and the diversity of task types are among the main factors contributing to emotional stress among teachers. With the increasing demands of the teaching profession, teachers are not only responsible for teaching and learning but are also burdened with various academic and non-academic tasks that can potentially affect their emotional well-being. Therefore, this study aims to identify the levels of workload, task types, and emotional stress, as well as to analyze the relationship between workload and task types with emotional stress among secondary school teachers in the Sibu district, Sarawak. Quantitative research with a correlational methodology according to Karasek's Job Demand-Control Model was used in this study. The study population was made up of teachers at secondary level schools from three schools in the Sibu district in Sarawak, with a sample size of 167 teachers. Results showed that the levels of workload and task types were extremely high (workload M = 4.36, SD = 0.24; task types M = 4.53, SD = 0.22). With respect to the emotional stress variable, the results revealed that the emotional stress levels of teachers were extremely high (M = 4.52, SD = 0.23). Pearson correlation analysis revealed a significant positive relationship between workload and emotional stress (r = 0.843, p < .005), as well as a significant positive relationship between task types and emotional stress among teachers (r = 0.974, p < .001). In conclusion, increased workload and excessive involvement in non-academic tasks contribute to higher levels of teachers’ emotional stress.