Hypothesis 1
Secondary school teachers in Haiti are not stressed because of student behavior, teacher burnout, parent involvement, salary, work conditions and communication.
The Likert’s Scale with five point measurement was rated in this study as follow:
1- Strongly Disagree 2- Disagree 3- Neutral 4- Agree 5- Strongly agree. According to the results, teachers in secondary school in Haiti are having a significant level of stress with (M = 3.50, SD
= .66). The researcher used the score below 2.5 and above 3.5 as cut-off points for teachers who are less stress and very stressed out in the workplace is presented. At this point, it was obviously seen that the majority of secondary school teachers in Haiti are very stressed out, some are not.
Table 4.1. t-test for teachers stress
95% Confidence Interval of the Difference
N Mean SD t Df
lower Upper
Stress 225 3.5096 0.66884 78.709 224 3.4217 3.5974
For the frequency results, the researcher uses the percentage of the frequency of the responses as shown in the tables below. Each table belongs to one of the factors that the questionnaire has
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tested. These factors are Student Behavior, Teacher Burnout, Parent Involvement, Salary, Work Conditions and Communication.
Student behavior frequency
Table 4.2 below shows that majority of the teachers indicated that they agree to strongly agree being stressed out for the questions belonging the variable Student Behavior. For Q1, 156 teachers are stressed because of the indolence of the students from not doing home work. For Q7 the table shows that 159 teachers are stressed because of disrespect of the students by talking back to teachers in a rude manner and using verbal abuse to each other. For Q13 the table shows that 82 teachers are stressed because of students disrupt the class with noisiness or playing. For Q19, it also shows in the table below 109 secondary school teachers in Haiti are stressed because student not reaching academic success by cheating, failing to bring necessary books and supplies to class. The Q22 indicates that 83 secondary school teachers in Haiti are stressed out because of the students’ absences from class.
Table 4.2. Student behavior response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Strongly
Agree Mean SD strongly agree that they are being stressed out for the questions which belongs to the variable Teacher Burnout. The Q2 indicated that 109 teachers are stressed out because of too much teaching or working hours. For the Q8 the table shows that 119 agree and strongly agree that they are stressed out because the classroom has too many students. The table indicated for Q14 that 104 secondary school teachers in Haiti are stressed out because of extra curricular activities.
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For Q20 it shows that 116 teachers are stressed because the details lesson plan take too long to write. Finally, the Q28 shows 96 secondary school teachers are very stressed because of long walks to reach the school.
Table 4.3. Teacher burnout response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Strongly
Agree Mean SD
As we can see in the table 4.4 the majority of secondary school teachers in Haiti are very stressed out to all questions which belongs to the variable Parent Involvement. The Q3 indicated that 106 teachers are stressed because parents don’t provide for students materials of school work.
The Q9 shows that 147 teachers are very stressed out because parents don’t provide education of family for students at home. The table indicated that 131 secondary school teachers in Haiti for Q15 are much stressed because parents send their kids to school too late. For Q21 it shows that 143 teachers are stressed because parents don’t show interest in their children while doing school work at home. For the Q23 the result indicated 117 teachers are stressed because parents don’t show interest with activity that the school plans for students.
Table 4.4. Parent involvement response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Disagree Mean SD
Q3 19 40 60 61 45 3.10 1.294
48 Salary frequency
Table 4.5 below shows that majority of secondary school teachers indicated that they agree to strongly agree being stressed out for the questions belonging to the variable salary. For Q4 the table shows that 136 teachers are stressed because the salary is not enough for basic needs.
For Q10 it shows in the result that 166 teachers are very stressed because the cost of living is too high. For Q16 the table shows that 102 teachers are stressed because I haven’t received my salary on time. For Q24, it shows that 169 secondary school teachers are stressed because the government doesn’t provide equitable salary for them.
Table 4.5. Salary response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Disagree Mean SD
Q4 13 17 59 76 60 3.95 1.050
Q10 11 6 42 80 86 4.50 0.688
Q16 23 25 75 59 43 3.10 1.252
Q24 8 13 35 84 85 4.30 1.081
Work conditions frequency
Table 4.6 below shows that majority of the teachers indicated that they agree to strongly agree being stressed out for the questions belonging the variable work conditions. For Q5 the table shows that 113 teachers are stressed in secondary school in Haiti because of lack of proper facilities. Q11 indicated that there are 138 teachers who are stressed out because there is too much pollution in the environment. Q17 also shows that 123 teachers are stressed out because the break time for lunch is not enough. For Q25 it is indicated that 75 teachers are stressed because there is no security in the area. Finally the table shows for Q29 that 154 teachers are stressed because the size of the size of the classroom is too big.
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Table 4.6. Work conditions response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Disagree Mean SD
Q5 19 25 68 77 36 3.55 1.191
Q11 12 31 44 69 69 3.40 1.501
Q17 10 26 66 84 39 3.55 1.146
Q25 43 51 56 45 30 2.85 1.309
Q29 10 15 46 82 72 4.00 0.795
Communication frequency
Table 4.7 below shows that majority of the secondary school teachers in Haiti indicated that they agree to strongly agree being stressed out for the questions belonging the variable Communication. As we can see it indicates for Q6 that 120 teachers are very stressed because of lack of communication with co-workers. For Q12 it shows that 143 teachers are very stressed because of lack of communication with administration. The Q18 indicated that 121 teachers are stressed out because of lack of communication with parents. For Q26 we can see that 155 teachers are stressed out because of lack of communication with students and finally the Q27 shows 98 teachers are stressed out because of poor colleague relations.
Table 4.7. Communication response by frequency, mean and standard deviation Questions Strongly
Disagree Disagree Neutral Agree Disagree Mean SD
Q6 12 40 53 69 51 3.30 1.302
Q12 8 31 43 81 62 3.75 1.209
Q18 11 30 63 90 31 3.65 0.875
Q26 10 8 52 85 70 3.60 0.940
Q27 37 33 57 60 38 3.35 1.268
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Descriptive results
Hypothesis 2
There is no difference in opinion of stress between male and female secondary school teachers in Haiti
The opinions of stress measured by Gender are analyzed using ANOVA. The purpose is to determine the statistical difference between teachers’ gender and the factors student behavior, teachers’ burnout, parent involvement, salary, work conditions, and communications.
Results for student behavior
Using the ANOVA, we test different opinion of stress between male and female in relation to the behavior of student. From Table 4.8 below, we can see that there is no statistical difference between gender and student behavior that may cause stress among of secondary school teachers in Haiti. This means the analysis of variance is similar. As a result we accept the hypothesis for all questions.
Table 4.8. Mean differences of gender for student behavior Questions Sum of
51 Results for teacher burnout
Using the ANOVA, we test different opinion of stress between male and female in relation to the teacher burnout. Table 4.9 shows that there is no significant difference between gender and teacher burnout. This means the analysis of variance is similar. As result the hypothesis is accepted for all questions.
Table 4.9. Mean differences of gender for teacher burnout Questions Sum of
The table below indicates that there is no statistical difference between gender and parent involvement for Q3, Q9, Q21, and Q23. The hypothesis is accepted for these questions. Q15 however shows that there is a difference between male and female teachers’ opinions that they are stressed because parents send students to school too late. The hypothesis is rejected for this question.
Table 4.10. Mean differences of gender for parent involvement Questions Sum of
52 Results for salary
Gender and salary shows statistical difference for Q10 only in Table 4.11 below. This is saying that the male and female teachers hold different stress levels about cost of living being too high thereby affecting their performance as teachers. The hypothesis is rejected for this question.
But, Q4, Q16, and Q24 all show no statistical difference in respect to gender. The hypothesis is accepted for these questions.
Table 4.11. Mean differences of gender for salary Questions Sum of
Q29 is suggesting that male and female have different opinions about their stress level because of the size of the classroom being too big; the hypothesis is rejected for this question. The other 4 questions Q5, Q11, Q17, and Q25 show no statistical differences and resulted in the hypothesis being accepted.
Table 4.12. Mean differences of gender for work conditions
Questions Sum of
53 Results for communication
Using the ANOVA, we test different opinion of stress between male and female in relation to communication. The table below shows that there no statistical differences between gender in relation to the factor communication. This means the analysis of variance is similar. As a result the hypothesis is accepted for all the questions.
Table 4.13. Mean differences of gender for communication
Questions Sum of see if there is difference between their means and the factors from the questionnaire.
Results for student behavior
Table 4.14 below gives results that only Q1 and Q19 has statistical difference in their means in relation to teachers’ degree and student behavior. This implies that there is a difference in opinion of teachers that the indolence of students from not doing homework cause them stress for Q1 and for Q19 that they are stressed when students do not reach their academic success because they cheat, fail or lack the necessary materials. The hypothesis is rejected for these two questions. The hypothesis is accepted for Q7, Q13, and Q22 because they show no significant difference.
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Table 4.14. Mean differences of degree for student behavior
Questions Sum of
The table below indicates that there is no statistical difference between degree and teacher burnout for Q2, Q8, Q14, and Q28. The hypothesis is accepted for these questions. Q20 however shows that there is a difference between male and female teachers’ opinions that they are stressed because the details of lesson plan take too long to write. The hypothesis is rejected for this question.
Table 4.15. Mean differences of degree for teacher burnout
Questions Sum of
The results for Table 4.16 below show that only two questions have statistical difference.
Q9 and Q23 are suggesting that male and female have different opinions about their stress level because parents don’t provide education of family for students at home and also because parents
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don’t show interest with activity that the school plans for students; the hypotheses are rejected for these questions. The other 3 questions Q3, Q15 and Q21 show no statistical differences and resulted in the hypothesis being accepted.
Table 4.16. Mean differences of degree for parent involvement
Questions Sum of is suggesting that male and female have different opinions about their stress level because the cost of living is too high and Q24 is suggesting that male and female have different opinions about their stress level because the government doesn’t provide equitable salary for teachers; the hypotheses are rejected for these question. The other questions Q4 and Q16 show no statistical differences and resulted in the hypotheses being accepted.
Table 4.17. Mean differences of degree for salary
Questions Sum of
56 Results for work conditions
The results for Table 4.18 below show that only one question has statistical difference.
Q11 is suggesting that male and female have different opinions about their stress level because there is too much pollution in the environment; the hypothesis is rejected for this question. The other 4 questions Q29, Q17, Q15, and Q25 show no statistical differences and resulted in the hypothesis being accepted.
Table 4.18. Mean differences of degree for work conditions
Questions Sum of
Squares Df Mean
Square F Sig.
Q29 3.141 1 3.141 2.697 0.102
Q11 15.911 1 15.911 11.618 0.001*
Q17 3.141 1 3.141 2.882 0.091
Q5 4.914 1 4.914 3.855 0.051
Q25 2.542 1 2.542 1.488 0.224
*p < .05
Results for communication
The results for Table 4.19 below show that two questions have statistical difference. Q6 is suggesting that male and female have different opinions about their stress level because of lack communication with co-workers and Q12 is suggesting that male and female have different opinions about their stress level because of lack of communication with administration; the hypotheses are rejected for these question. The other questions Q8, Q26 and Q27 show no statistical differences and resulted in the hypotheses being accepted.
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Table 4.19. Mean differences of degree for communication
Questions Sum of
There is no difference in opinion of stress among the age of secondary school teachers in Haiti.
Results for student behavior
The results for Table 4.20 below show that only one question has statistical difference. Q1 is suggesting that male and female have different opinions about their stress level because of the indolence of my students from not doing homework or studying; the hypothesis is rejected for this question. The other 4 questions Q7, Q13, Q19 and Q21 show no statistical differences and resulted in the hypothesis being accepted.
Table 4.20. Mean differences of age for student behavior
Questions Sum of
58 Results for teacher burnout
As we can see in the table below, we certainly accept the hypothesis as result. We test different opinion of stress between ages in relation to teacher burnout. We see that there is no statistical difference between age and teacher burnout that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar.
Table 4.21. Mean differences of age for teacher burnout
Questions Sum of
Q23 is suggesting that male and female have different opinions about their stress level because parents don’t show interest with activity that the school plans for students; the hypothesis is rejected for this question. The other 4 questions Q3, Q9, Q15 and Q21 show no statistical differences and resulted in the hypothesis is accepted.
Table 4.22. Mean differences of age for parents involvement
Questions Sum of
59 Results for salary
The results for Table 4.23 below show that only one question has statistical difference.
Q24 is suggesting that male and female have different opinions about their stress level because the government doesn’t provide equitable salary for teachers; the hypothesis is rejected for this question. The other 4 questions Q4, Q10 and Q25 show no statistical differences and resulted in the hypothesis being accepted.
Table 4.23. Mean differences of age for salary
Questions Sum of test different opinion of stress between ages in relation to work conditions. We see that there is no statistical difference between age and work conditions that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar.
Table 4.24. Mean differences of age for work conditions
Questions Sum of
60 Results for communication
As we can see in the table below, we accept the hypothesis as result. We test different opinion of stress between ages in relation to communication. We see that there is no statistical difference between age and communication that may cause stress among of secondary school teachers in Haiti. It shows that the means are similar.
Table 4.25. Mean differences of age for communication
Questions Sum of
Squares Df Mean
Square F Sig.
Q6 8.188 3 2.729 1.998 0.115
Q12 2.463 3 0.821 0.651 0.583
Q18 1.308 3 0.436 0.398 0.755
Q26 3.867 3 1.289 1.204 0.309
Q27 3.020 3 1.007 0.576 0.631
*p < .05
Hypothesis 5:
There is no difference in opinion of stress among the marital status of secondary school teachers in Haiti.
Results for student behavior
Using the ANOVA, we test different opinion of stress between marital status in relation to the behavior of student. From Table 4.26 below, we see that there is no statistical difference between marital status and student behavior that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar. As a result we accept the hypothesis.
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Table 4.26. Mean differences of marital status for student behavior
Questions Sum of
Marital status and teacher burnout shows statistical difference for Q8 only in Table 4.27 below. This is saying that the male and female teachers hold different stress levels about too many students in the classroom thereby affecting their performance as teachers. The hypothesis is rejected for this question. But, Q2, Q14, Q20 and Q28 all show no statistical difference in respect to marital status. The hypothesis is accepted for these questions.
Table 4.27. Mean differences of marital status for teacher burnout
Questions Sum of
62 Results for parents’ involvement
Using the ANOVA, we test different opinion of stress between marital status in relation to parent involvement. From Table 4.28 below, we see that there is no statistical difference between marital status and parent involvement that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar. As a result we accept the hypothesis.
Table 4.28. Mean differences of marital status for parent involvement
Questions Sum of test different opinion of stress between marital status in relation to salary. We see that there is no statistical difference between marital status and salary that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar.
Table 4.29. Mean differences of marital status for salary
Questions Sum of
63 Results for work conditions
Using the ANOVA, we test different opinion of stress between marital status in relation to work condition. From Table 4.30 below, we see that there is no statistical difference between marital status and work conditions that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar. As a result we accept the hypothesis.
Table 4.30. Mean differences of marital status for work conditions Questions Sum of different opinion of stress between marital status in relation to communication. We see that there is no statistical difference between marital status and communication that may cause stress among of secondary school teachers in Haiti. The results show that the means are similar.
Table 4.31. Mean differences of marital status for communication
Questions Sum of
64 Hypothesis 6:
There is no difference in opinion of stress among the subjects taught of secondary school teachers in Haiti.
Results for student behavior
Using the ANOVA, we test different opinion of stress between subjects taught in relation to the behavior of student. From Table 4.32 below, we see that there is no statistical difference between subjects and student behavior that may cause stress among of secondary school teachers in Haiti. That means the analysis of the variance is similar. As a result we accept the hypothesis.
Table 4.32. Mean differences of subjects for student behavior Questions Sum of
Squares Df Mean Square F Sig.
0.301 2 0.151 0.150 0.861
Q1
Q7 0.006 2 0.003 0.003 0.997
Q13 2.991 2 1.495 1.031 0.358
Q19 1.524 2 0.762 0.506 0.603
Q22 0.585 2 0.293 0.207 0.813
*p < .05
Results for teacher burnout
We accept the hypothesis as result as we can see the table below. We test different opinion of stress between subjects in relation to teacher burnout. We see that there is no statistical
difference between subjects and teacher burnout that may cause stress among of secondary school teachers in Haiti. That means the analysis of variance is similar.
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Table 4.33. Mean differences of subjects for teacher burnout
Questions Sum of
Questions Sum of