Chapter 1

Introduction to the research

1.1

Introduction The impact of stress in the workplace on the employees physical health, mental well -being and effectiveness in the workplace has been increasingly recognized in recent years (Spielberger & Reheiser, 1994). Anyone who has worked in a helping profession such as teaching will appreciate how stressful such professions can be. Every day interactions with students can trigger the experience of stress in teachers. The reality is that the teacher is normal but the work situation is often unpredictable and sometimes even abnormal from a professional point of view. Stress at work has been singled out as an important area of investigation for several reasons: most people spend a substantial amount of time at work, and work is important as a fundamental means for implementing and fulfilling personal aspirations and expectations (Yankelovich, 1979). The teaching profession is one of the helping professions in which practitioners are normally committed to giving their best for the welfare of those entrusted in their care. While the commitment is laudable, the consequences can be detrimental when job demands overshadow the individuals coping resources, as well as the job rewards; thus leaving the practiti oner feeling unhappy and unable to perform well. Indications are that teacher stress is one of the main forms of professional stress. Stress is defined as the experience by a teacher of unpleasant emotions, such as frustration, anxiety, anger and depression, resulting from aspects of his/her work as a teacher (Kyriacou, 1987). A stressor is 1

an experience or situation within or outside the individual, which elicits a stress response. It is the individuals unique perception, which determines whether the stress is viewed as negative or positive (Hayward, 1993). Novice teachers enter the classroom with optimism but little experience to handle a classroom. Black (2004) states that the novice teacher has the same demands placed on them as an experienced teacher. Blacks study includes a sample of novice teachers in which they reported that they worked in isolation without guidance from administration or experienced teachers. Lack of support is one of the reasons why many foundation teachers leave the school and/or the field. From their first day, new teachers are required to carry out the same duties as a veteran teacher. They are usually unfamiliar with routines and procedures and are given heavy teaching loads. Additionally, they are expected to prepare for multiple levels of their subject areas, manage the classroom, deal with parent-teacher conflicts, and are often assigned to some of the least desirable classes. This level of stress can burn out the teacher in the first few years due to high levels of emotional exhaustion, depersonalization, and low levels of personal accomplishment and result in their moving into another profession. Research provides numerous explanations and possible methods to reduce stress in the classroom. Many of the recommendations included references to mentoring as well as other novice teacher support programs. Unfortunately, the research found that these programs require administrative support and when the administration does not buy into the formal adaption of these useful tools they are not well enforced and they provide little or no relief to the teacher. One of the most frequent stressors for novice teachers was found to be classroom management and behavioural issues. No simple methods of what the teacher could do for themselves to localize a solution without reliance on others were discovered. 1.2 Background of the research

This study is based on identifying a teacher tool that does not rely on external support in order for it to provide teacher stress reduction. After much contemplation a possible solution became apparent, a camera in the classroom. Moreover, it was necessary to identify its potential beneficial uses as an observational tool. Research indicated that novice teachers are exposed to too much stress from observable classroom management and behavioural incidents. Cameras have become socially accepted due to their presence almost everywhere you go. Cameras alone could actually increase stress if the teacher does not have complete control of it. The intent of this paper is to determine whether teacher will perceive that the use of a camera in the class, under their complete control, reduces their stress. 1.3 Statement of Problem The research shows that novice teachers are under a considerable amount of stress due in part to the lack of experience in classroom management and behaviour. They are so busy focusing on preparing lessons and making sure they are timely in presenting the material that their attention is diverted and thus miss some of the disruptive behaviours that happen in the classroom. Cumulative stress can lead to teacher burnout and leaving the profession. 1.4 Research Question Will novice teachers perceive their placement of a camera in their classroom as an optional proactive tool in the reduction of teacher stress? 1.5 Research Objectives There are two research objectives. 1. To draw a conclusion whether the use of a camera in the classroom reduces stress overall and for the subgroups for year zero to one, year two to year three, male and female teaching experience categories.

2. To determine whether a classroom camera could be perceived by novice teachers as a way to reduce stress by providing an additional means of monitoring classroom management and behavioral issues. 1.6 The Purpose of the Study The purpose of the study is to determine whether novice teachers will envision the advantages of placing a camera in their classrooms in order to help them capture poor students behaviour and address it. 1.7 The Importance of the Study Teachers tend to avoid the prospect of placing cameras in the classroom. If this research can provide the impetus to the teacher allaying their fears of a camera in the classroom then maybe it can become an accepted tool for the novice teacher. Once the teacher buys into the use as a stress reducer then maybe it can be further evaluated as to how best to utilize the camera. Eventually, it could be included as a tool for the novice teacher to use during their first few years of teaching. Training could be provided to optimize the use and placement of the camera in the classroom. The research could be used as a justification to experiment with the use of cameras in the classroom. 1.8 Assumptions of the Study There are 4 assumptions in this study. 1. The teachers were motivated to answer the questionnaires truthfully. 2. The teachers were motivated to follow the instructions provided for each questionnaire.

3. The teachers understood the directions provided them and answered the questions without bias. 4. The teachers participating in the study were a good representation of novice teachers in general. 1.8.1 Hypotheses 1. The sample size determines the threshold for significance and thus the smaller the sample the higher the threshold. 2. Any number higher than the threshold indicates the difference between the means of the responses to not having a camera and having a camera would help reduce stress for those situations. 1.9 Limitations of the Study There are three limitations which have been identified. 1. The population of the study was limited to novice teachers in one high school. 2. Teachers with more than 3 years experience were excluded from the study. 3. The possibility that individual bias to cameras can influence the way the questionnaire is filled out. 1.10 Operational Definition

1.10.1 Stress McGrath (1984:6) defines stress in terms of a set of conditions having stress in it stress involves an interaction of person and environment. Something happens out there which presents a

person with a demand, or a constraint or an opportunity for behaviour. He looks at stress as the relationship between a person and the environment. Stress occurs when the environment imposes demands which are perceived as being substantially out of balance with the focal persons capabilities. The imbalance can occur when the environmental demands exceed the persons capabilities or the persons capabilities exceed the environmental demands. Stress in this study will refer to: Stress due to life specifically as a changing environment. Stress is a state manifested by a specific syndrome of biological events and can be both pleasant and unpleasant. Stress is the mobilization of the bodys defenses that allow human beings to adapt to hostile or threatening events such as behaviourally challenged learners. 1.10.2 Novice Teacher In this study, the term teacher refers to a person giving educational or life skills guidance to learners. According to Wilkinson (1988), novice brings the definition of a person who is new to a field or activity, in other terms, a beginner to a certain fields, which we can conclude that novice teacher means someone who is new to the teaching field. 1.11 Method of Investigation

1.11.1 Literature Study An in-depth literature review on stress will be conducted. 1.11.2 Research paradigm An empirical research study will be carried out to establish whether a camera in the classroom will help to reduce stress of the novice teachers. 6

1.11.3 Method of Sampling In Sibu, Sarawak, SMK Methodist is considered as one of the top schools in that area. The sample will consist of the novice teachers from this school. Both males and females will be tested. 1.11.4 Method of Data Collection Two questionnaires which consist of 24 questionnaire items each will be distributed to the novice teachers to be filled in. The teachers are asked to rate the 24 items by the scales from 0 to 5. 1.11.5 Method of Data Analysis Statistical tests will be used to analyze data. 1.12 Conclusion Stress is recognized as a significant contributing factor to the loss of new teachers. Stress is a trait of the teaching profession no matter where you teach. The novice teacher is under a significant amount of stress during their first years, however stress is unavoidable, it can only be reduced. Therefore, this study has been conducted to see how effective the strategy of incorporating classroom cameras as a teacher resource tool to help in reducing the novice teacher stress in the classroom.

Chapter 2

Literature Review 2.1 Introduction The novice teacher is under a significant amount of stress during their first years. From day one, new teachers are required to perform the same duties as a veteran teacher. Van Hover and Yeager (2004) stated in their research of a beginning teacher that they are suddenly faced with heavy workloads, multiple lesson preparations, typically the least desirable students, a limited supply of resources as other teachers may took everything from the last teacher or classroom, little peer support, classroom management and behavioural issues, poor support from administration, parent-student wants and needs, trial and error in developing their own procedures and routines, and a general realization that what they ideally thought they were going to be doing is quite a bit different from the reality of the classroom. 2.2 Teachers Stress Stress is not something strange to our daily lives nowadays. Everybody may feel stress when they are facing bad situation. Generally, word of stress has been used in social science research since a well known medical expert; Selye pioneered the research for psychological stress in 1950s. Cox and Brockley (1984) stated that stress is a perception phenomenon which exists from a comparison between the command given and ability of a person to execute the task successfully. Unbalanced situation in this mechanism will lead into stress experience and ultimately into stress reaction. Teachers stress is defined as uncomfortable feeling, negative emotion such as anger, anxiety, pressure and disappointment sourced from their work aspects as a teacher (Kyriacou and Sutcliffe (1978a). For this matter, stressed teacher is someone with their uncontrollable emotion 8

towards changes in education culture which requires a teacher to give their knowledge, and at the same time, they have to educate students to be a good community member. Teachers have to work more, doing clerical jobs, preparing for teaching aid materials, and attending courses or educational workshops. These require teachers to adapt themselves with new teaching techniques. Normally, high level of stress will lead into work unsatisfactory, work absentee, and works abandon. Stress adapting reactions of a teacher includes psychological reactions (anxiety and sadness), physiological (headache, high blood pressure) and attitude related (alcohol and smoking addiction, lifestyle and insomnia). Bad working environment will lead into stress factor and causing work unsatisfactory. Ultimately, a teacher will have desire to leave their profession (Kyriacou and Sutcliffe, 1978b). High stress level of a teacher causes disappointment, aggressive behaviour, anxiety, avoidance of work, absentee, and poor works performance (Kaiser and Polczynski, 1982). 2.3 Research on Teachers Stress outside Malaysia A survey by Optum Research, a Minnesota-based company that studies work related health risks, found that 88% of teachers experience moderate to high levels of stress (Attridge, Bergmark, Parker, & Lapp, 2000). According to the American Institute of Stress (n.d.), stress is relative. Everyone reacts different situations differently. What is stressful to one person may have no effect on another or some individuals may find it enjoyable. Stress can result in increased productivity up to a point after which things get worse. That point varies from person to person. You need to be aware of when you are overstressed. Many times people ignore the signs until irreparable damage is done. According to the National Center for Health and Wellness (n.d.), there are four types of stress: Eustress, Distress, Hyper stress, and Hypo stress. Eustress is the love of developing successful activities such as preparation of lesson plans or achievement such as the successful completion of a task. It brings about a feeling of contentment and joy. Distress, on the other hand, is cause by too much stress. An article by Van Der Linde (2000) about teacher stress indicates 9

that an individuals perception and reaction to stress translates into their quality, health, and ability to work. The appropriate amount and kind of stress keeps oneself alert and the mind sharp. A job with little demand may lead to individual boredom and under achievement. When a person is experiencing demands that are beyond their ability to handle, they may develop high levels of anxiety which can result in lower work efficiency. Chronic high demands, bad and insensitive management, threatening superiors, and job uncertainty could result in fatigue, exhaustion, and ultimately burnout. Eustress and distress both have common physiological affect on the nervous system but distress is pathogenic while eustress does not seem to exhibit those symptoms. If the teacher is unable to control their stress it could evolve into hyper stress. That is when the person is pushed beyond what they are capable of, they are overloaded and/or overworked. (National Center for Health and Wellness, n.d.). The teachers can burnout in the first few years due to high levels of emotional exhaustion, depersonalization, and low levels of personal accomplishment and result in their moving into another profession. According to the American Institute of Stress (n.d.), there are 50 common warning signs and symptoms of stress. Some are disguised as typical ailments such as headaches, neck and back pain, colds, infections, rashes, itching, allergies, heartburn, flatulence, etc. Some more noticeable would be excess anxiety, worry, guilt, depression, weight gain or loss, insomnia, nightmares, tremors, and etc. Chronic stress can result in long term illnesses such depression, hypertension, over reaction to stress and alcoholism (Yong &Yue, 2007). The American Institute of Stress (n.d.) describes hypertension as an elevated blood pressure which if unchecked can result in stroke, heart attack, heart failure and numerous others. The effects of stress are not limited to the teacher. Yong and Yue (2007) stated that work stress and burnout lowers the teachers quality of service, lowers their morale, they lose interes t in their work and life, become less efficient on the job, and become indifferent toward people and events. These take a toll on the students. Burned-out teachers who continue to teach may not put 10

much effort into preparing their lessons, may not listen to students, may lower students requirements, get impatient with student failings, show little enthusiasm for work, and have low self respect. This makes such a teacher ineffective. These teacher failings directly affect the teacher-student relations and can prevent students from making progress. This is much evidence indicating that teacher effectiveness increases sharply after the first few years of teaching. Unfortunately about one third of new teachers leave within the first few years, before they reach the level of effectiveness that is best for the student. The National Center for Educational Statistics (Marvel et al, 2007, p.3) states that 8% of all United States public school teachers left the profession after the 2003-2004 school years. Stress seemed to be the general reason for attribution in the urban school. A policy brief by the National Commission on Teaching and Americas Future (2007) surveyed five school districts in the country to determine the cost of teacher attrition. Based on their findings, they estimated that the national true cost far exceeds $7 billion during a given year. A study by Ayalon (1989) surveyed novice teachers located in five districts of a southwest city in the United States to determine the reasons for burnout after one year of work. The study recommends that the identification of crucial factors that contribute to the beginning teacher stress be determined and the develop interventions to reduce those stress factors. This could have an effect on the reduction of teacher burnout during the first year. One studys finding of 103 music educators was that one of the most stressful discipline problems was monitoring the students (Gordon, 2002). In research by Supaporn (2000) on misbehavior from the perspective of a high school student, the students defined misbehavior as doing something the teacher said to do or not to do. Some examples were cheating, fooling around, non-participation, hurting peers, critizing peers, and discrimination. Peer criticism was frequent. The students had several suggestions that included that the teacher should monitor the class and that as a result the students would be less

11

likely to misbehave. Students need to be in a classroom environment where they feel safe, supported, and comfortable. A study by Brock and Grady (1998) posed questions to beginning teachers and principals. The study showed that both the novice teacher and the principal identified classroom management and discipline as the most significant problems. The U.S Department of Education, National Center for Education Statistics (1999) provided a survey of teachers feelings of overall preparedness to present their material and manage the classroom. The findings indicate that among classroom teachers with up to three years of experience that only 54% felt well prepared to manage students behaviour where as of all the public school teachers, 71% felt very well prepared at maintaining discipline and order in their classroom. Based on these statistics it appears that after a teacher gains experience classroom management and discipline are much less of an issue.

2.4

Research on Teachers Stress within Malaysia A lot of different researches had been done by the Malaysias higher institute in the forms of thesis. Siti Raziah (1982) did a research on 71 teachers who are teaching in several schools in the Wilayah Persekutuan with variety slots of ages, experiences of teaching and also qualifications. In the research, the researcher found out that those teachers only have moderate stress. Factors which contribute to their stress are burden of works, too much teaching hours, keep on replacing teachers who are not well to perform their teaching and teachers who have less teaching experience tend to experience more stress than those who have teaching experience for more than 3 years. Ahmad Azhari (1998) summarizes some of the factors which can increase the stress among the teachers. One of them is overloaded work. This will give impact to other issues too. In schools, a lot of teacher had complained that they spend too much time on a lot of paper work like donating program in school, competitions, school campaigns and etc and not on teaching. 12

In Siti Rohani Md. Sharif (1991) research, there are four issues which are connected with stress. They are the students factors, burden of works, time pressure and also the schools environment. The factor which gives them the most stress is the students factors. Some of the reasons are the students are not interested to study, they feel unmotivated and their work is unpleasing. The teachers also feel stressful when there are too much rules to follow in a school, there are too many students within a class, the lacking of teaching aids, the punishment system of the school and also the discipline problem among the students. Rohani (1991) found out that female teachers tend to experience more stress than the male teacher in terms of the students behaviour and also work burden. Meanwhile, for the male teachers, they tend to feel more stress about the schools setting and the working environment. It stated that 84.4% of the male teachers who are pursuing the bachelor in teaching feel more stress than the female teachers in UTM since they are only 5.4% of them feel stress about the course. Tan Huat Chye (1996) stated 10 factors which affect the teachers most to experience stress. They are: -have to take a huge class to teach - low salary -students misbehavior -less opportunity to progress in this field -have to teach different classes with have the different abilities of students -have to handle those students who misbehave -take over any subjects if the particular teacher is absent -too much paper work -lack of cooperation from the parents -less time to rest due to the packness of the teaching timetable According to Ali Murat Sunbul (2003), the schools management contributes to stress factor among teachers. The failure for the school management to feel considerate for the teachers 13

and understand the teachers conditions and also the lack of school management to control the whole school system since they are too dependable on the teachers can affect the quality of the teaching which is going to be absorbed by the students. 2.5 Cameras in the Classroom As stated before Ayalons (1989) study recommended that the identification of crucial factors that contribute to the beginning teacher stress be determined and then develop interventions to reduce those stress factors. Brock and Grady (1998) found that both the novice teacher and the principal identified classroom management and discipline as the most significant problems. Gordon (2002) found that one of the most stressful discipline problems was monitoring the students. Supaporn (2000) found that students believe that the teacher should monitor the classroom to reduce improper behaviour. Based on these studies monitoring the classroom should reduce stress. The novice teacher may be overwhelmed the first few years. As they accumulate more classroom experience their monitoring skills would improve. They could incorporate the use of a camera to aid in the monitoring of the classroom to help reduce their stress. Cameras could provide an additional observation point in the classroom as a possible proactive optional tool to be used by the teacher. McDonough (n.d.) states in his articles that cameras are everywhere. There is a food chance that a camera is a part of everyones daily experiences. Closed circuit cameras are being installed by the government throughout cities everywhere from museums, parks, and traffic lights to federal buildings. In todays world of terrorism, people have to be more open to the use of technology such as cameras. The United States Department of Justice, Office of Justice Programs (1999), in their report, The Appropriate and Effective Use of Security Technologies in U.S. Schools, stated that video cameras are generally accepted in classrooms across the country. Cameras are already in use on many school campuses. They are a proactive management style since they are used to help prevent incidents from occurring as long as the impacted population knows they are there. The students are under surveillance in the halls and in common 14

areas and now cameras are making their way into the classroom and on the buses. Dillon (2003) wrote an article about the Biloxi school district. Biloxi, Mississippi public schools have placed cameras in every classroom. Some school districts have placed cameras on the school buses. The cameras on the buses have been installed in boxes so the students do not know whether they are on or not. They create a deterrent to issues on the bus. Once they are used to resolve an issue, the students realize they cannot get away with lying. In order to curtail violences schools have embraced the use of security cameras. Properly installed and monitored cameras have resulted in the reduction of violence as discussed in a case history by Villano (2007) of one school in Chicago. Prior to installing cameras, they had 100 fights per year; since the surveillance equipment was installed in 2003, they only had three fights, and the other violence such as stabbings has disappeared. Some research into legalities indicates that legally teachers and students have privacy nights, but classroom do not fit that category. Administrators and parents have the right to observe a classroom at any time that could be in person or by other means, Cameras could violate the law if they are used for reasons other than security/training or are accessed by unauthorized people. Dillon (2003) wrote an article about the Biloxi school district and the installation of cameras in every classroom there. They record every move of every student and teacher. The cameras have helped reduce discipline problems and as result raised test scores. The American Federation of Teachers local Mississippi union has heard concerns about the use of cameras to evaluate teachers work. The superintendent of the schools said they would not be used for that purpose. If the camera was controlled by administration then one of the perceived purposes of the cameras could be for evaluation of the teacher and it could increase teacher stress. A study by Pearson and Moomaw (2005) consisting of 300 teachers in K-12 in Florida was done about the Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism. Their findings identified that the perception of the teacher 15

affected job stress. Teacher autonomy related strongly with perceived empowerment and professionalism. When they were present, they reduced on-the-job-stress. Thus, the video would have to be under complete control of the teachers to reduce their stress. Clausen (2007) researched the use of the technology in the classroom. Along with supporting research, he interviewed two first year teachers about their experiences during the year. One of his conclusions was that by providing technological support in the classroom will make a difference in how well it was applied. Pirie (1996) wrote a paper on the use of video recording the classroom. She has used video in the classroom for her specific quantitative research needs but she further extends the use of video camera to any research needs by the teacher. Based on her experiences of video recordings during her research, Pirie provides guidance and implications a user could experience using a camera for various data-gathering scenarios. She divided them into six sections of decision-making: 1. What is your subject focus? 2. In what context do you need to set your subject? 3. What details do you wish to record? 4. What equipment do you need? 5. Have a written action checklist. 6. Practice, using the checklist. Gordon (2002) found out that one of most stressful discipline problems was monitoring the students. What can the teacher observe with a camera? Kern, Hilt, and Gresham (2004) used classroom observation for four targets. (a) Disruptive behaviours such as talking, making facial gestures, tapping the desk, etc; (b) Using inappropriate words, moving around, playing with items, not being on task, and sleeping; (c) Tantrums, yelling, self-inflicted injuries, throwing items and/or hitting others, and property damage; and (d) Other individual disruptive behaviours not covered. 16

Pearson and Moonmaw (2005) found that teacher autonomy related strongly with perceived empowerment and professionalism. When they were present, they reduced on-the-jobstress. The findings found the highest correlation was between perceived empowerment and professionalism. On-the-job stress was measured based on teachers perception of their instructional workload, paperwork, and work environment. Stress was lower in teachers who perceived they had control over their curriculum. The use of a camera in the classroom that is under complete control of the teacher could provide the teacher with autonomy and additional control over their curriculum thereby reduce their stress. Using a camera to observe the behaviours described here should provide the teacher the desired perception to reduce teacher stress. 2.6 Conclusion Novice teachers are under a significant amount of stress. Based on how well they cope should determine whether they can handle the stress. If they are unable to cope then they could burnout and become a number in the attrition statistics about novice teacher. Research shows that classroom and behaviour management are the biggest problems novice teachers encounter. My study indicates that theoretically a classroom camera could reduce perceived teacher stress resulting from classroom and behavioural management issues. Cameras are an acceptable practice for the classroom and do not require the approval of those being recorded; you inform your students that you will be video recording them.

17

Chapter 3

Research Design and Methodology

3.1

Introduction The research methodology is the most important in the research process. Research methodology is also known as the research design. Research design is a technique or method which is used to gather information which is needed to solve a problem statement. (Majid Konting,1993). This chapter will be discussing about the research design, the samples, the instrument and the data collection.

3.2

Research question Will novice teachers perceive that placing a camera in their classroom reduces stress?

3.3

Anticipated Findings The purpose of my study is to find out whether a classroom camera could be perceived by novice teachers as a way to reduce stress by providing an additional means of monitoring classroom management and behavioural issues, some that have been skillfully obscured by the students from the teacher during the class.

3.4

Study Setting / Context The study took place at the SMK Methodist located in Sibu, Sarawak. SMK Methodist is one of the 20 cluster schools in Malaysia. SMK Methodist is well known for its academic achievements,

18

co-curricular activities. This school has been established for 58 years. SMK Methodist is one of the most well-established and famous school in the east of Malaysia. SMK Methodist has around 75 teaching classrooms in the school along with a tennis court, a stadium, a squash court, a canteen with halal and non-halal food, two halls, a field of its own, one staffroom which the teachers have to share among the morning session and also the afternoon session, a library, a computer room, laboratory rooms and a counseling room. There are support facilities for the principal, athletics, and arts. There are two accessible restrooms for both male and female students throughout the building. Teachers were asked to complete the questionnaires in their classrooms in order to provide them with the environment, as they would have experienced the classroom management and behavioural issues.

3.5

Participants / Population to be studied The participants for this study were comprised of SMK Methodist teachers in their first 3 years of teaching. They were chosen out of convenience and to allow the researcher to provide hands on assistance for the participants as needed. There are anticipated to be approximately 165 teachers at SMK Methodist during the 2010-2011 school years. This research projected to have combined total of 12 male and female teacher participants to be fully participated in the questionnaires.

3.6

Data Collection Instruments The study used a consistent set of 24 questionnaire items for the teachers with between 0 and 3 years teaching experience to fill out. Questions for the pilot questionnaire were gleaned from previously studies having similar objectives.

19

Cains and Brown (1998) researched the perceptions and the degree and frequency of experienced stress for first year novice teachers. Their study looked at all contributors to stress. The analysis of the data was with both the mean and standard deviation (SD) of the information obtained. This study is looking at the first three years of novice teacher perception of only observable classroom management and behaviour stress factors.

3.6.1

Teacher Participation An interactive e-mail survey was sent to every SMK Methodist teacher at the beginning of the research project asking them to state the number of years they have been teaching. It explained that the information was needed to perform an action research project. Those having 0-3 years experience were considered for the study. A consent form was sent to 12 SMK Methodist teachers that were in their first 3 years of teaching. It described the project, and provided an explanation of what was expected from a participant, the time required of them, and the participant constraints. Those returning the form were considered for the research. A set of questionnaires were provided to ask the teachers to record perceptions of stress. They recorded perceived stress and the frequency of those occurrences, without the use of a camera on the first questionnaire and then the theoretical use of a camera on the second questionnaire, for each question based on past experience. When the teachers received the first questionnaire, they were instructed not to open the envelope until they had completed the first questionnaire. On this questionnaire, they were asked to consider every item on it and indicate the value for the incidents under the proper headings. They recorded perceived stress and the frequency of those occurrences, without the use of a camera, for each question, based on the past experience. The teachers were asked to rate the 24

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items by means of a 5-point Likert scale in terms of level of overall stress experienced (1=no stress, 2=some stress, 3-stressful, 4-fairly high degree of stress, and 5-highly stressful) and the infrequent/never,2=infrequent,3=sometimes, 4=frequent, and 5= very frequent/ongoing/everyday). After the completed the first questionnaire, they were asked to open the envelope and follow the instructions for the second questionnaire. They were asked to theoretically imagine they have been given the authority to use a video camera in their classroom and they have informed the students that there will be video recording in the classroom. They were theoretically provided with instruction on how to use and place the camera for optimal results. They were to imagine they could use it to document student incidents as rarely or often as they feel necessary. They were to decide whether it is seen by anybody else. With that in mind, they were asked to assume they were able to document for later review those same stressful incidents and frequencies they recounted on the previous questionnaire. They recorded perceived stress and the frequency of those occurrences, without the use of a camera, for each question, based on the same past experience identified in the previous questionnaire. The teachers were asked to rate the same 24 items as before by means of a 5-point Likert scale in terms of level of overall stress experienced (1=no stress, 2=some stress, 3-stressful, infrequent/never,2=infrequent,3=sometimes, 4=frequent, and 5= very frequent/ongoing/everyday).

3.6.2

Data Collection Procedures In a study by Cains and Brown (1998), they investigated first-year novice teacher perceptions of the degree and frequency of experienced stress. They administered a 39-item questionnaire that had 7 point scale for both stress and frequency. They used a quantitative analysis approach to draw conclusions. Once the data was obtained, they compared the stress and frequency ratings by analyzing the mean and standard deviation for each item. The data was appropriate to use a multivariate analysis of variance (MANOVA) for item means allowing for result determination. 21

This study used a similar quantitative survey research method. It was analyzed using the mean and standard deviation for each item and a t-test to compare data obtained in order to determine the value of the data. A questionnaire was developed that contained questions relating to the classroom management and behaviour experiences of the teacher, how they perceived the stress they were under during their first few years, and if they thought that having a camera in the classroom would help to reduce the stress experienced during their early years of teaching.

3.6.3

Data Analysis Procedures As questionnaires were returned the total sample size, the response rate for each item, and the overall percentage of returns were documented. Then, they were sub-categorized into levels of experience from 0 to 1 year, 2 to 3 years and by gender. Each questionnaire returned was reviewed to determine whether it was complete or incomplete. They were all complete. An Excel spreadsheet was prepared similar to the questionnaire containing 24 items of teacher concern and the 5-point Likert scale for both the levels of and the frequency of stress. Each participant had four numbered columns for data entry. Two columns were perceived classroom stress and frequency without a camera and the other two for classroom stress and frequency with a camera. A participant number was placed on the questionnaire and at top of the spreadsheet column for identity purposes and future data verification. All participant data was entered into the spreadsheet. After all the data was entered, the stress and frequency values were multiplied together by the program to get a range of stress equal to 24 (1x1=1; 5x5=25); then a comparative analysis was made using all the data and then between the teacher-perceived stress with and without a camera based on the categories of all teachers and then the sub categories of 0-1 and 2-3 years of experience, and finally, gender. The only variable between the two questionnaires is the imagined use of a classroom camera and how its potential use could change the perceived teacher stress in 22

the classroom. The data provided by the questionnaires was analyzed using a quantitative method where the central tendency and the spread of values around the central tendency was calculated for each question based on the stress and frequency indicators to determine the stress that is endured per type of incident of all 24 items. Lastly, the data was analyzed using a t-test to determine if the signed differences of the paired data may looked upon as random samples. It utilizes both the mean and standard deviation to determine its value. If the t-test value exceeds the null hypothesis (the two methods are equally effective) it is effective and can be used to make general teacher population conclusions. The central tendency was determined using the mean (average) of the date being analyzed and the spread of values around the central tendency was determined using the standard deviation of the date being analyzed. The results will be presented using both summary tables and bar graphs. The data obtained from both sets of questionnaires were compared to determine if, there is any correlation between the data obtained. The only variable between the two questionnaires is the imagined use of a classroom camera and how its potential use could change perceived teacher stress in the classroom. The standard deviation was used to determine the variability of the data. A large standard deviation indicates the data is more spread out and if it is small then the data is less spread out. A normally distributed bell curve is an indication of how to project the distribution for other. A standard deviation of 2.58 would include 99% of all data. If the data results in a much skewed distribution then the assumption of normality is called into question. A t-test was conducted comparing the means of all 24 items in order to determine the significance of the stressors. The number of stressor items was reduced to the six having rejected the null hypothesis indicating they are representative of being random samples and then the data 23

is acceptable. This data indicates that they would statistically be effective in reducing stress by the use of a camera in the classroom. Those stressor items were compared overall using the t-test to determine if the difference between the means of the two questionnaires is of enough significant difference to draw a conclusion about whether the use of a camera in the classroom reduces classroom stress overall and for the subgroups for year zero to year one, year two to year three, male and female teaching experience categories.

3.7

Conclusion In a nutshell, this chapter discusses about the research design, the research setting, the participants or samples, the instruments of the research, the process of data collection and the data analysis procedures. Through this chapter, the researcher has a better view and understanding of the overall procedures on how to conduct the research.

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