Factors Contributing To the Causes of Work Related Stress and Its Impact on Performance of Teachers in Nkayi District
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The study examined the factors that contribute to work related stress and its impact on performance of teachers, this article draws on a quantitative inquiry on causes of stress amongst teachers and its impact on their performance using a sample of 200 respondents. The population consisted of all the 200 teachers from Nkayi District in Matabeleland North province in Zimbabwe. The sample consisted of 200 teachers made up of 100 males and 100 females selected using purposive sampling. All the information was gathered through a questionnaire which largely had close-ended questions and two open-ended questions. Descriptive statistical analysis was used to interpret data. The study revealed that there were several sources of stress and these impacted negatively on the performance of teachers. It also revealed that the majority of teachers were not satisfied with their job. The study recommends that the Government should urgently take steps to improve conditions of service for teachers and there should be strategies to manage their stress levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it