Coping Resiliency to Psychophysiological Strain: Interplay Between Health Impairment and Instructional Effectiveness, Job Satisfaction and Attrition of Newly Recruited Teachers

Abstract

This paper investigated the correlation between newly recruited teachers coping resiliency to psychophysiological strain and how this affected their instructional effectiveness, job satisfaction and attrition in the context of newly introduced teacher accountability policies in Ghana. Objective was to establish whether or not existing teachers or newly recruited teachers were more vulnerable to attrition due to new policies. Using a descriptive research survey design with empirical statistical data, the following were the major findings: strain experienced by teachers were the result of both mental/psychological and environmental factors; newly recruited male teachers under five years were found to be more vulnerable to strain than females and likely to leave teaching; underlying reason for attrition was more health-related than financial considerations; overstressed teachers were less effective in classroom and less satisfied with jobs. Conclusion of this study is this: contemporary global emphasis on teacher accountability is laudable, nevertheless when overstretched, could also drain younger teachers coping resiliency depriving nations of the dividends they need to accrue from the high investment made in teacher education.