<b>INFLUENCE OF TEACHERS’ JOB STRESS MANAGEMENT ON ELECTRICAL TECHNOLOGY EDUCATION STUDENTS’ PERFORMANCE IN UNIVERSITIES IN NORTH EAST NIGERIA</b>

Abstract

This study investigated the influence of teachers’ job stress management on Electrical Technology Education students’ performance in universities in North-East Nigeria. A descriptive survey research design was adopted for the study. The population comprised 26 lecturers and 58 students offering Electrical Technology Education in three universities within the North-East geopolitical zone of Nigeria during the 2024/2025 academic session. The entire population was used because it was manageable. Data were collected using an adapted Teacher Job Stress Management Questionnaire (JSMQ), which yielded a reliability coefficient of 0.969 using Cronbach’s alpha. Mean and standard deviation were used to answer the research question, while linear regression analysis and ANOVA were used to test the hypothesis at 0.05 level of significance. The findings revealed that teachers possessed a high level of job stress management with a grand mean of 3.83, indicating that they frequently employed strategies such as task prioritization, self-care, relaxation techniques, and professional development to cope with stress. However, the hypothesis tested showed that teachers’ job stress management had no significant influence on students’ academic performance (F = 0.018, p = 0.895). The study concluded that although teachers effectively manage occupational stress, such practices do not significantly predict students’ academic achievement in Electrical Technology Education. It was recommended among others that universities should provide regular stress management programmes for teachers and encourage the integration of effective instructional strategies alongside stress management practices to improve students’ academic outcomes.