A Look at Teachers' Spillover Effects in Buck Estate National High School

Abstract

INTRODUCTION

Spillover Effect refers to the tendency of one person's emotion to affect how other people around them feel (Psychology Glossary). Teaching is a challenging profession. There are many problems for teachers that make the profession more complicated than it has to be. This does not mean that everyone should avoid being a teacher. There are also substantial benefits and rewards for those who decide that they want a career in teaching. The truth is that every job has its own unique set of challenges. Teaching is no different. These problems sometimes make it feel as if you are continually fighting an uphill battle. However, most teachers find a way to overcome this adversity. They do not allow obstacles to stand in the way of student learning. ( Meador,2016).

METHODS

The researcher utilized the descriptive method in order to determine the spillover effects ofwork-life balance on the job performance of teachers in the Buck Estate National High School.

RESULTS

1. Educational Factors has the highest influence on the job performance of a teacher with a mean frequency of 49.6 percent.

2. There a significant relationship between the factors that influence the job performance of a teacher and the spillover effects of their work performance.

3. The teachers, strongly agree on the positive spillover effects with the record of 50.8 percent.

4. In contrast with the positive effects, few teachers, which equal to 9.6 percent, strongly agree on the negative effect of spillover on their job.

DISCUSSIONS

The tool used gives information about the respondents' data in terms of age, sex, civil status, highest educational attainment, current designation at school, no. of hours travel from home to school, if they work in public or private school, no. of students handled, employment status, length of service as a teacher and level handled. It also tells about the respondents' perceptions of the factors that influence the job performance of a teacher, in terms of demographic factors, organizational factors, personal life factors, institutional factors, and environmental factors. On the other part of the tool were asked the respondents' perceptions of concerns that may affect his/her performance on the job as a teacher in terms of personal life concerns and work-life concerns. Statistical tools were used in the study to interpret and analyze the data gathered by researchers.