An Assessment of Job Burnout, Job Stress and Coping Strategies among Early Childhood Education Teachers in Ijebu North Local Government Area of Ogun State
Shoaga, Opeyemi; Bukki, Abolaji; Obiyomi, Abolaji

Abstract
This study examined Job Burnout, Job stress, and Coping strategies among early childhood education teachers in Ijebu-North Local Government Area of Ogun State. The study employed the descriptive research design. One hundred and fifty (150) teachers were randomly sampled to participate in the study. Instruments used in the study were Job Burnout Scale (JBS), Job Stress Scale (JSS) and Coping Strategies Scale (CSS). The data collected were analysed using descriptive statistics and t-test statistical tools at 0.05 level of significance. The findings revealed that nervousness, high hopes and expectations, among others were factors that lead to job stress among early childhood education teachers. Fatigue, Frustration and Emotional drained at work were some of the causes of Job burnout among early childhood education teachers. There were no significant gender differences in Job burnout, Job stress and Coping strategies among early childhood education teachers. Based on the findings of this study, it was recommended among others that employing positive ways of handling stress will allow teachers to maintain their drive and commitment. Developing positive responses to stress will allow teachers to be more satisfied with their roles as educators.

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