Stress from Role Conflict: Consequences for Professional Effectiveness of Secondary School Teachers in Cross River State, Nigeria

Abstract

An ex-post facto data collected from 600 teachers and 2400 senior secondary two students from Cross River State were analyzed to determine the influence of stress arising from role conflict on professional effectiveness. One hypothesis was tested using One-Way Analysis of Variance. The result of the data analyses showed that stress arising from role conflict has a significant influence on professional effectiveness (Classroom management and supervision of co-curricular activities). Teachers who experience low level of stress are more effective than those who experience moderate and high level of stress. Based on the finding, some recommendations were made.