The Influence of Time Management Practices on Job Stress Level among Beginning Secondary Agriculture Teachers

Abstract

Monitoring the stress of teachers continues to be important – particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers’ perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure and collect the data. The study was comprised of 36 beginning secondary agriculture teachers in Missouri. A highlight of the findings suggests that beginning teachers tend to perceive themselves as good managers of time when compared to norm data. Additionally, on average, these teachers are not in a state of stress. Low to negligible relationships exist between the seven time management practices and teachers’ scores on the job stress, job pressure, and lack of support indices.