Page |1
Title: An exploratory study on how foundation phase teachers in government schools are
affected by teacher stress and stress management
Author: 66391946
Abstract: An exploratory study on how foundation phase teachers in government schools are
affected by teacher stress and stress management is a topic that deserves more attention and
requires more research. The focus of this study is teacher stress and stress management by
foundation phase teachers in government schools and is a non-experimental research design
which will use both qualitative and quantitative methods. Data will be collected from 80
voluntary respondents from 20 government schools in the Hibiscus Coast area through the
use of questionnaires containing elements of both open- and closed-ended question items .
Participants will be selected by probability sampling where 20 schools will be randomly
selected from a list of government schools in the area as provided by the Department of
Education and 80 participants from each school will be selected at random according to lists
of foundation phase staff members at each school. Utilizing the Statistical Program for Social
Sciences, the data will be analysed. By understanding the theory of occupational stress, it
would seem pertinent for schools to integrate theories of both goals as well as self-worth in
order to assist in the development and implementation of interventions to combat teacher
stress.
Keywords: Stressors, occupational stress theory, teacher stress, foundation phase, mixed
method
, Page |2
Name: Michiel Coenraad Welgemoedt
Student number: 66391946
Module Code: HMPYC80
Module Name: Honours in Research Methodology
Title: An exploratory study on how foundation phase teachers in government schools are affected by
teacher stress and stress management
DECLARATION
1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another
as if they were one’s own. I know that plagiarism not only includes verbatim copying, but also the
extensive use of another person’s ideas without proper acknowledgement (which includes the proper
use of quotation marks). I know that plagiarism covers the use of material found in textual sources
and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my research proposal must be accurately referenced.
4. This research proposal is my own work. I acknowledge that copying someone else’s research, or
part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of
passing it off as their own work.
6. I confirm that I have read and understood UNISA’s Policy for Copyright and Plagiarism -
https://www.unisa.ac.za/sites/corporate/default/Apply-for-admission/Master%27s-&-doctoral-
degrees/Policies,-procedures-&-forms
7. I understand that the proposal will be submitted to TurnItIn (or similar software) and a plagiarism
check will be performed. In cases where the threshold of +- 40% similarity with other existing
publications is surpassed this will likely mean that proposal mark will be nullified and this may lead
to a disciplinary hearing. Depending on the findings of the disciplinay hearing this may lead to my
expulsion from the university for a lengthy period of time.
_______ _________________ _____27/08/2022_____
SIGNATURE BY STUDENT/ DATE
SURNAME AND INITIALS
, Page |3
Table of contents
Abstract 1
Declaration 2
1. Introduction 4
2. Literature review 5
2.1 The concept of teacher stress 5
2.2 Sources of stress 6
2.3 Stress interventions 8
3. Research methodology 9
3.1 Description and selection of participants 10
3.2 Questionnaire design and administration 10
3.3 Data analysis and interpretation 11
4. Validity 11
5. Ethical considerations 11
6. Expected outcomes 12
References 14
ANNEXURE A 17
Title: An exploratory study on how foundation phase teachers in government schools are
affected by teacher stress and stress management
Author: 66391946
Abstract: An exploratory study on how foundation phase teachers in government schools are
affected by teacher stress and stress management is a topic that deserves more attention and
requires more research. The focus of this study is teacher stress and stress management by
foundation phase teachers in government schools and is a non-experimental research design
which will use both qualitative and quantitative methods. Data will be collected from 80
voluntary respondents from 20 government schools in the Hibiscus Coast area through the
use of questionnaires containing elements of both open- and closed-ended question items .
Participants will be selected by probability sampling where 20 schools will be randomly
selected from a list of government schools in the area as provided by the Department of
Education and 80 participants from each school will be selected at random according to lists
of foundation phase staff members at each school. Utilizing the Statistical Program for Social
Sciences, the data will be analysed. By understanding the theory of occupational stress, it
would seem pertinent for schools to integrate theories of both goals as well as self-worth in
order to assist in the development and implementation of interventions to combat teacher
stress.
Keywords: Stressors, occupational stress theory, teacher stress, foundation phase, mixed
method
, Page |2
Name: Michiel Coenraad Welgemoedt
Student number: 66391946
Module Code: HMPYC80
Module Name: Honours in Research Methodology
Title: An exploratory study on how foundation phase teachers in government schools are affected by
teacher stress and stress management
DECLARATION
1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another
as if they were one’s own. I know that plagiarism not only includes verbatim copying, but also the
extensive use of another person’s ideas without proper acknowledgement (which includes the proper
use of quotation marks). I know that plagiarism covers the use of material found in textual sources
and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my research proposal must be accurately referenced.
4. This research proposal is my own work. I acknowledge that copying someone else’s research, or
part of it, is wrong, and that submitting identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with the intention of
passing it off as their own work.
6. I confirm that I have read and understood UNISA’s Policy for Copyright and Plagiarism -
https://www.unisa.ac.za/sites/corporate/default/Apply-for-admission/Master%27s-&-doctoral-
degrees/Policies,-procedures-&-forms
7. I understand that the proposal will be submitted to TurnItIn (or similar software) and a plagiarism
check will be performed. In cases where the threshold of +- 40% similarity with other existing
publications is surpassed this will likely mean that proposal mark will be nullified and this may lead
to a disciplinary hearing. Depending on the findings of the disciplinay hearing this may lead to my
expulsion from the university for a lengthy period of time.
_______ _________________ _____27/08/2022_____
SIGNATURE BY STUDENT/ DATE
SURNAME AND INITIALS
, Page |3
Table of contents
Abstract 1
Declaration 2
1. Introduction 4
2. Literature review 5
2.1 The concept of teacher stress 5
2.2 Sources of stress 6
2.3 Stress interventions 8
3. Research methodology 9
3.1 Description and selection of participants 10
3.2 Questionnaire design and administration 10
3.3 Data analysis and interpretation 11
4. Validity 11
5. Ethical considerations 11
6. Expected outcomes 12
References 14
ANNEXURE A 17
