Abstract

The aim of this study was to investigate the effect of parental involvement on teacher stress in Teaching English as a second Language in Logbaba Douala 3 municipality specifically, the study sought to find out the effect of parental supervision at home on teacher stress in teaching ESL, the effect of parental Communication on teacher stress in teaching ESL and the effect of parental provision of school supplies on teacher stress in teaching ESL in the Logbaba, Douala 3 Municipality.

The study employs the descriptive research design which aims to describe parental involvement and teacher stress in teaching English as a second Language in the Logbaba Douala 3 Municipality. The population included ESL student’s teachers and parents of the Logbaba community. The sample size for this study was 50 parents and teachers of ESL students who were purposely chosen because they were parents of ESL students from Logbaba.

Data for this study was collected using interview guided questionnaires which were analysed quantitatively. The results of this study revealed that Teacher stress in teaching English as a second Language is high in Logbaba Douala 3 municipality even though parents are somehow involved by provided the necessary study materials, and financial resources their children needs. However, the parents’ level of communication is low contributing to the stress level for their English teachers.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

Parental involvement in education has been shown to have a positive impact on student achievement and success (Epstein & Van Voorhis, 2001). This is particularly true for students learning English as a second language (ESL), as parental involvement can help bridge the gap between home and school environments, provide additional language support, and increase motivation for learning (Catsambis & Beveridge, Does neighborhood matter? Family, neighborhood, and school influences on eighth-grade mathematics achievement, 2001).

However, teachers of ESL students may experience increased stress levels due to a variety of factors, including language barriers, cultural differences, and lack of resources (Kyriacou C. , 2001). This can have negative consequences for both teachers and students, as high levels of teacher stress can lead to burnout and decreased job satisfaction (Kyriacou & SUTCLIFFE, 1978).

In Lobaba Douala Cameroon, where English is one of two official languages, parental involvement in ESL education may be particularly important. However, there is limited research on the specific impact of parental involvement on ESL student achievement in this context. Additionally, little is known about the extent to which teachers in Lobaba Douala Cameroon experience stress related to teaching ESL.

Teacher stress refers to the physical, emotional, and psychological strain experienced by teachers due to the demands of their profession. It is a common problem in the education sector, affecting both novice and experienced teachers. The causes of teacher stress are numerous and can be attributed to factors such as workload, student behaviour, administrative pressure, lack of support, and inadequate resources.

One of the primary sources of teacher stress is workload. Teachers are often required to work long hours, including weekends and holidays, to prepare lesson plans, grade assignments, and attend meetings. This can lead to exhaustion and burnout, which can negatively impact their mental health and job performance.

Overall, understanding the relationship between parental involvement and teacher stress in ESL education is crucial for improving outcomes for ESL students. By identifying effective strategies for involving parents in their children’s education and supporting teachers in managing stress related to teaching ESL, Lobaba Douala Cameroon can work towards creating a more equitable and successful educational environment.

This section of the study presents the background to the study, the problem statement, research questions and objectives, hypothesis of the study, significance of the study, scope, and definitions of key terms and the organisation of the entire project.

Background to the study

Historically, Parental involvement in education has been a topic of interest for many years, and it has been recognized as an important factor in the academic success of students. In Cameroon, parental involvement in education has been encouraged by the government and various organizations to improve the quality of education in the country.

In the early years of Cameroon’s independence, there was a lack of emphasis on parental involvement in education. However, with the introduction of the Education for All program in 1990, there was a renewed focus on involving parents in their children’s education. This program aimed to provide access to basic education for all children, regardless of their social or economic background.

Parental involvement in education has been shown to have a positive impact on students’ academic performance. A study conducted by Nkwenti and Nyamkeng (2015) found that parental involvement was positively associated with students’ academic achievement in Cameroon. The study also found that parental involvement was more effective when parents were actively involved in their children’s homework and school activities. The Cameroonian government has also recognized the importance of parental involvement in education and has implemented policies to encourage it. The Education Policy of 1998 emphasized the need for parents to be involved in their children’s education and encouraged schools to involve parents in decision-making processes.

In addition to government policies, various organizations have also been involved in promoting parental involvement in education. The Cameroon Baptist Convention, for example, has implemented programs such as the Parent-Teacher Association (PTA) to encourage parents to be actively involved in their children’s education.

English as a Second Language (ESL) teaching in Cameroon has been a challenging profession for teachers due to several factors, including the lack of resources, inadequate training, and poor working conditions. These challenges have led to high levels of stress among ESL teachers in Cameroon. One of the major causes of stress among ESL teachers in Cameroon is the lack of resources. According to a study by (Shava-PhD & Maemeko, 2016), most ESL teachers in Cameroon do not have access to adequate teaching materials such as textbooks, audiovisual aids, and computers. This lack of resources makes it difficult for teachers to effectively deliver their lessons, leading to frustration and stress.

Another factor contributing to teacher stress in ESL teaching in Cameroon is inadequate training. Many ESL teachers in Cameroon are not adequately trained to teach English as a second language. According to a study by (Tchombe & Muki, 2018), most ESL teachers in Cameroon have only basic qualifications and lack the necessary pedagogical skills required for effective teaching. This lack of training can lead to feelings of inadequacy and stress among ESL teachers.

Conceptually, Parental involvement in children’s education refers to the active participation of parents in their child’s academic and educational activities. It is widely recognized that parental involvement has a significant impact on a child’s academic success and overall development. Several studies have shown that when parents are involved in their children’s education, there is a positive effect on their academic achievement, attendance, behaviour, and attitude towards learning.

There are different ways in which parents can be involved in their children’s education, such as volunteering at school, attending parent-teacher conferences, helping with homework, and communicating with teachers regularly. Research has shown that parental involvement has a significant impact on students’ academic achievement and motivation (Fan X. &., 2001). When parents are actively involved in their children’s education, they provide. Parental involvement and teachers’ stress are two critical factors that affect the teaching and learning of English as a Second Language (ESL) in Logbaba, Douala 3 Municipality.

Parental involvement refers to the active participation of parents in their children’s education, including their academic, social, and emotional development. On the other hand, teacher stress refers to the psychological and emotional strain experienced by teachers due to various factors such as workload, student behavior, and lack of support from parents and administrators.

Theoretically, one theory related to parental involvement is the socio-cultural theory, which posits that learning is a social process that occurs through interaction with others in a cultural context (Vygotsky, 1978). This theory suggests that parental involvement can enhance ESL learning by providing students with opportunities for interaction and support outside of the classroom. Another theory is the ecological systems theory, which emphasizes the importance of understanding the multiple contexts in which children develop (Bronfenbrenner, 1979). This theory suggests that parental involvement can be influenced by factors such as cultural norms, socioeconomic status, and family structure.

In terms of teacher stress, one theory is the job demands-resources model, which proposes that job demands (such as workload and time pressure) and job resources (such as support from colleagues and autonomy) can impact employee well-being and performance (Bakker & Sanz-Vergel, 2014). This theory suggests that reducing job demands and increasing job resources can help to alleviate teacher stress. Another theory is the transactional model of stress and coping, which proposes that stress is a dynamic process that involves interactions between individuals and their environment (Lazarus & Folkman, 1984). This theory suggests that teachers can use coping strategies such as problem-solving and social support to manage stressors in their work environment.

In the context of teaching English as a second language (ESL), parental involvement can be particularly important. Children who are learning English as a second language may face additional challenges in the classroom, such as language barriers and cultural differences. Parental involvement can help to bridge these gaps by providing additional support and resources for the child. However, it is important to note that not all parents are equally able to be involved in their child’s education.

Factors such as socioeconomic status, language proficiency, and cultural background can all impact the level of parental involvement (Henderson & Mapp, 2002). Teachers who work with ESL students may need to take these factors into account when working with parents and families. Teaching ESL can be a challenging and demanding job, particularly if teachers are working with students from diverse backgrounds and with varying levels of English proficiency. Research has shown that teacher stress can negatively impact job satisfaction, motivation, and overall well-being (Kyriacou C. , 2001).

Statement of the Problem

Teaching English as a Second Language (ESL) can be a challenging task, especially in a multicultural and multilingual city like Douala. Teachers of ESL in Douala face several challenges that can lead to stress and burnout. One of the main challenges is the language barrier. Many students in Douala come from different linguistic backgrounds, and some may not have a good command of French or English, which are the two official languages of Cameroon.

This makes it difficult for teachers to communicate effectively with their students and to deliver their lessons. teachers in Douala face is the lack of resources. Many schools in Douala do not have adequate resources such as textbooks, audio-visual aids, and computers, which can make it difficult for teachers to plan and deliver effective lessons. This lack of resources can also lead to frustration and stress among teachers. The stress experienced by ESL teachers in Douala can have several negative consequences.

Firstly, it can lead to burnout, which is a state of emotional, physical, and mental exhaustion caused by prolonged stress. Burnout can cause teachers to lose interest in their work, become less effective in the classroom, and even leave the profession altogether. One major cause of teacher stress in Douala has been parental involvement as parents do not often involve in activities relating to their children’s education. This makes it difficult for teachers and sometimes result to serious stress issues in school.

Research Questions

Main Research Question

What is the effect of parental involvement on teachers stress in the teaching of English as a Second Language in Primary School?

Specific research questions

1. What is the effect of parental supervision at home on teacher stress in teaching ESL in the Logbaba, Douala 3 Municipality?
2. What is the effect of parental Communication on teacher stress in teaching ESL in the Logbaba, Douala 3 Municipality?
3. What is the effect of parental provision of school supplies on teacher stress in teaching ESL in the Logbaba, Douala 3 Municipality?

Check out: CST Project Topics with Materials