Perceived Determinants of Stress Among Primary School Teachers in Etim Ekpo Local Government Area, Akwa Ibom State.

Abstract
 This study investigates the perceived determinants of stress among
primary school teachers in Etim Ekpo Local Government Area, Akwa Ibom
State, Nigeria. The research aims to explore the relationships between stress
levels and four predictor variables: social support, teacher-pupils’
relationships, school facilities, and communal conflict. A correlational
research design was employed, and a multi-stage sampling technique was
employed thus, stratified sampling technique was use to group schools into
stratas with stratification base on the different geographical location within
the LGA to ensure representation of all the eleven wards in the study area.
Then, simple random sampling technique was used to draw twelve primary
schools from the stratas and purposive sampling technique was use to select
120 primary school teachers. A validated self-structured questionnaire served
as the study instrument for data collection, simple percentages and Pearson
Product Moment of Correlation was used to analyze the data. The findings
reveal significant relationships between all four predictor variables and stress
levels, indicating that social support, teacher-pupil relationships, school
facilities, and communal conflict are key factors influencing stress levels
among primary school teachers in the region. Specifically, the results show
strong positive correlations between social support, teacher-pupil
relationships, and stress levels, and a significant positive correlation between
school facilities and stress levels. Additionally, a significant negative
correlation was found between communal conflict and stress levels. These
findings support recent research and highlight the importance of addressing
these factors to mitigate stress and promote a supportive teaching
environment.