The Influence of Recreational Sports on Reducing Stress and Improving Work-life Balance of Secondary School Teachers in Egor Local Government Area of Edo State
Abstract
This study was on the influence of recreational sports on reducing stress and improving work-life balance of secondary school teachers in Egor local government area of Edo state. Three objectives were raised which included: Examine the relationship between engagement in recreational sports and stress levels among secondary school teachers, assess the impact of participating in recreational sports on the work-life balance of secondary school teachers and identify the perceived benefits and barriers associated with integrating recreational sports into the lives of secondary school teachers. The total population for the study is 75 selected secondary schools teachers in Egor local government area of Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Chapter one
Introduction
Background of the study
Secondary school teachers often face high levels of stress due to the demanding nature of their profession, which can adversely affect their work-life balance. This study explores the potential benefits of engaging in recreational sports as a strategy to reduce stress and enhance work-life balance among secondary school teachers.
Stress Among Secondary School Teachers: Secondary school teaching is associated with various stressors, including workload pressure, student behavior management, administrative tasks, and limited time for personal activities (Kyriacou, 2011). Chronic stress can lead to burnout, decreased job satisfaction, and impaired mental and physical well-being (Lazarus & Folkman, 2014).
Engaging in recreational sports offers numerous physical, psychological, and social benefits that can mitigate the negative effects of stress. Physical activity stimulates the release of endorphins, neurotransmitters that promote feelings of well-being and reduce stress (Smith & Alloy, 2019). Additionally, exercise improves cardiovascular health, enhances mood, and boosts self-esteem (Penedo & Dahn, 2015).
Achieving a healthy work-life balance is essential for the overall well-being of individuals. Secondary school teachers often struggle to find time for personal activities outside of work due to long hours and extensive commitments (Meyer & Allen, 2017). Engaging in recreational sports provides an opportunity for teachers to disconnect from work, relax, and recharge, thus fostering a more balanced lifestyle.
Research suggests that participating in recreational sports is associated with improved work-life balance among various occupational groups (Casper & Buffardi, 2014). Regular exercise helps individuals manage stress more effectively, resulting in increased energy levels and productivity (LePine et al., 2015). Moreover, recreational sports promote social interaction and community involvement, which can enhance social support networks and reduce feelings of isolation (Thoits, 2011).
Incorporating recreational sports into the lives of secondary school teachers can be an effective strategy for reducing stress and improving work-life balance. By prioritizing physical activity and leisure pursuits, teachers can enhance their overall well-being, leading to greater job satisfaction and performance. School administrators and policymakers should recognize the importance of supporting teachers’ participation in recreational sports as part of a comprehensive approach to promoting employee health and productivity.
Statement of the problem
Secondary school teachers face significant challenges related to stress and work-life balance due to the demanding nature of their profession. Despite the critical role they play in shaping young minds, teachers often encounter high levels of stress stemming from workload pressure, student behavior management, administrative duties, and limited personal time. This chronic stress can lead to burnout, reduced job satisfaction, and adverse effects on mental and physical health. Moreover, maintaining a healthy work-life balance is essential for teachers’ overall well-being and job performance. However, the constraints of the teaching profession, such as long work hours and extensive commitments, make it challenging for teachers to prioritize personal activities outside of work. Therefore, the problem addressed in this study is to explore the influence of recreational sports on reducing stress and improving work-life balance among secondary school teachers, with the aim of identifying effective strategies to support teachers’ well-being and enhance their professional satisfaction
Objective of the study
The primary objective of this study is to investigate the influence of recreational sports on reducing stress and improving work-life balance among secondary school teachers. Specifically, the study aims to:
- Examine the relationship between engagement in recreational sports and stress levels among secondary school teachers.
- Assess the impact of participating in recreational sports on the work-life balance of secondary school teachers.
- Identify the perceived benefits and barriers associated with integrating recreational sports into the lives of secondary school teachers.
Research Questions
The following research questions are formulated;
- What is the relationship between engagement in recreational sports and stress levels among secondary school teachers.
- What is the impact of participating in recreational sports on the work-life balance of secondary school teachers?
- What are the perceived benefits and barriers associated with integrating recreational sports into the lives of secondary school teachers.
Research Hypotheses
The following research hypotheses are formulated
H1: There is no relationship between engagement in recreational sports and stress levels among secondary school teachers
H2: There is no impact of participating in recreational sports on the work-life balance of secondary school teachers
H3: There are no perceived benefits and barriers associated with integrating recreational sports into the lives of secondary school teachers
Significance of the study
This study holds several significant implications for various stakeholders involved in the education sector and employee well-being initiatives:
The findings of this study can inform educational institutions about the importance of supporting teachers’ engagement in recreational sports to alleviate stress and enhance work-life balance. Institutions can develop policies and programs that encourage and facilitate teachers’ participation in physical activities, ultimately fostering a healthier and more productive teaching workforce.
Secondary school teachers often experience high levels of stress, which can negatively impact their mental and physical health. By highlighting the benefits of recreational sports, this study provides valuable insights into effective stress management strategies for teachers. Teachers can use this information to prioritize self-care and incorporate physical activity into their daily routines, leading to improved overall well-being and job satisfaction.
Teachers’ well-being directly influences the quality of education they provide to students. By reducing stress and improving work-life balance, teachers may be better equipped to create supportive learning environments and deliver effective instruction. Consequently, students may experience enhanced academic performance, socio-emotional development, and overall educational attainment.
Policymakers and educational authorities can use the findings of this study to advocate for systemic changes that promote teachers’ well-being. By recognizing the role of recreational sports in stress reduction and work-life balance, policymakers can prioritize funding and resources for initiatives aimed at supporting teachers’ physical and mental health. This, in turn, may lead to improved teacher retention rates and greater job satisfaction within the education workforce
Scope of the study
The scope of the study covers the influence of recreational sports on reducing stress and improving work-life balance of secondary school teachers. The study will be limited to selected secondary schools in Egor local government area of Edo state
Limitation of the study
- Self-Report Bias: The data collected in the study, particularly regarding participants’ stress levels, engagement in recreational sports, and perceived work-life balance, may be subject to self-report bias. Participants may provide socially desirable responses or inaccurately recall their behaviors and experiences, leading to potential measurement errors.
- Cross-Sectional Design: The study may employ a cross-sectional design, which limits the ability to establish causal relationships between engagement in recreational sports and stress reduction or work-life balance improvement. Longitudinal studies are needed to assess the long-term effects of recreational sports participation on teachers’ well-being.
- Selection Bias: There may be inherent biases in the selection of participants, such as self-selection bias among teachers who choose to participate in recreational sports activities or volunteer for the study. This could affect the representativeness of the sample and potentially influence the study’s outcomes.
- External Factors: External factors, such as socio-economic status, personal circumstances, and school-specific policies, may influence teachers’ experiences of stress and their ability to engage in recreational sports. These factors may not be fully accounted for in the study’s analysis, leading to potential confounding variables.
- Temporal Constraints: The study may be conducted within a limited timeframe, which may restrict the depth and breadth of data collection and analysis. Consequently, certain aspects of teachers’ experiences related to stress, work-life balance, and recreational sports participation may not be fully explored or understood.
- Resource Constraints: The study may face limitations in terms of available resources, such as funding, time, and access to participants. These constraints may affect the scope of the research, sample recruitment efforts, and data collection methods, potentially limiting the study’s comprehensiveness and generalizability.
Definition of terms
- Recreational Sports: Recreational sports refer to physical activities or games that individuals participate in for leisure, enjoyment, and personal fulfillment rather than competitive or professional purposes. These activities may include but are not limited to jogging, swimming, cycling, hiking, team sports (e.g., basketball, soccer), individual sports (e.g., tennis, golf), and outdoor pursuits (e.g., kayaking, rock climbing).
- Stress: Stress is a physiological and psychological response to external or internal pressures, challenges, or demands that exceed an individual’s coping abilities. It can manifest as emotional, cognitive, behavioral, or physiological reactions and may have negative effects on mental and physical health if not effectively managed.
- Work-Life Balance: Work-life balance refers to the equilibrium or harmony between an individual’s professional responsibilities (work) and personal life (family, leisure, hobbies, etc.). It involves effectively allocating time and energy to work-related tasks and personal pursuits to achieve overall well-being and satisfaction.
- Secondary School Teachers: Secondary school teachers are educators who teach students in grades typically ranging from 6 to 12, depending on the educational system. They are responsible for delivering subject-specific instruction, facilitating learning experiences, assessing student progress, and supporting the socio-emotional development of adolescents.
- Job Satisfaction: Job satisfaction is a subjective assessment of an individual’s overall contentment, fulfillment, and positive feelings towards their job or occupation. It encompasses various aspects, including work environment, job autonomy, opportunities for growth, recognition, and alignment of personal values with organizational goals.
- Burnout: Burnout is a state of physical, emotional, and mental exhaustion resulting from chronic stress, overwhelming workload, and prolonged exposure to demanding or emotionally taxing situations. It is characterized by feelings of depersonalization, cynicism, reduced personal accomplishment, and a diminished sense of efficacy in one’s work role.
- Well-being: Well-being refers to a multidimensional construct encompassing physical, emotional, social, and psychological aspects of health and happiness. It involves experiencing positive emotions, satisfaction with life domains, fulfilling relationships, a sense of purpose, and resilience in the face of adversity.
References
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