IDENTIFYING CONTRIBUTING FACTORS TO JOB STRESS AMONG FULLY RESIDENTIAL SCHOOL (SBP) TEACHERS IN KEDAH

Abstract

Public service stress refers to the psychological and physiological strain experienced by individuals working in government or public sector roles, and it is particularly relevant for teachers in Fully Residential Schools (the official term used on the website). These schools have unique challenges that exacerbate the demands of the teaching profession. According to Ahmad (2018) and Jamaludin (2019), Malaysian public servants, especially teachers, face several stressors, including heavy workloads, role ambiguity, and limited resources. These stressors can lead to burnout, job dissatisfaction, and even intentions to leave the profession. The research, utilizing the SPSS technique, revealed insightful findings on the extent and impact of stress on teachers in these specialized educational settings. Key findings from the study highlight that the overwhelming pressure from workload and lack of clear roles and expectations can significantly affect teachers' mental and physical health, contributing to increased stress levels. The study also underscores the importance of addressing these stressors to improve job satisfaction, reduce turnover, and enhance overall productivity in the education sector. By examining these issues through statistical analysis with SPSS, the research provides valuable insights into the causes of stress in the teaching profession, offering a foundation for future efforts to improve working conditions and support for teachers in Fully Residential Schools.