Teachers’ Perceptions of the Negative Impact of Tobephobia on Their Emotions and Job Satisfaction
Authors: Prakash Singh
The aim of this study was to investigate the extent of teachers’ experiences of tobephobia (TBP) in their heterogeneous classrooms and what impact this had on their emotions and job satisfaction. The expansive and continuously changing demands for quality and equal education for all students in educational organisations that have limited resources connotes that the negative effects of TBP cannot be simply ignored as being non-existent in the educational environment. As this quantitative study reveals, teachers disliking their job with low expectations, lack of motivation in their workplace and pessimism, result in their low self-esteem. When there is pessimism in the workplace, then the employees’ self-esteem will inevitably be low, as pointed out by 97.1% of the respondents in this study. Self-esteem is a reliable indicator of whether employees are happy or not in their jobs and the majority of the respondents in this study agreed that their experiences of TBP negatively impacted on their self-esteem. Hence, this exploratory study strongly indicates that productivity in the workplace is directly linked to the employees’ expectations, self-confidence and their self-esteem. It is therefore inconceivable for teachers to be productive in their regular classrooms if their genuine professional concerns, anxieties, and curriculum challenges are not adequately addressed. This empirical study contributes to our knowledge on TBP because it clearly outlines some of the teaching problems that we are grappling with and constantly experience in our schools in this century. Therefore, it is imperative that the tobephobic experiences of teachers are not merely documented, but appropriately addressed with relevant action by every stakeholder associated with education so that our teachers’ emotions and job satisfaction needs are fully taken care of.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1127539Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 562
 Singh, P. (2011). Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole. Africa Education Review, 8(2): 372-388.
 Senge, P.M., & Kaufer, K.H. (2000). Communities of leaders or no leadership at all. In S. Chowdhury (Ed.), Management 21C. London: Prentice Hall.
 Singh, P. (2008). The effects of Tobephobia on learning outcomes in the educational milieu. International Journal of Learning, 15(3):10-15.
 Chowdhury, S. (Ed.). (2000). Management 21C. London: Pearson.
 Singh, P., Manser, P., & Dali, C. (2013). Principal leadership: Interconnectedness between emotional intelligence, work-integrated learning competencies and collegial leaders. Saarbrucken, Germany: LAP LAMBERT Academic Publishing.
 Gardner, L., & Stough, C. (2003). Assessing the relationship between workplace emotional intelligence, job satisfaction and organisational commitment. Australian Journal of Psychology, 55:530.
 Tomlinson, C.A. (2016). Caring for teachers. Educational Leadership, 73(8): 92-93.
 Ball, D.L., & Forzani, F.M. (2010/2011). Teaching skilful teaching. Educational Leadership, 68(4): 40-45.
 Kouzes, J.M., & Posner, B.Z. (1995). The leadership challenge. San Fransisco: Jossey-Bass.
 Yun, W. (1998). Successful employee motivation in China. Alta Vista: Regional Centre of Ngee Ann Polytechnic.
 Staw, B.M. (1996). Organisational psychology and the pursuit of the happy/productive worker. In M. Steers, L.W. Porter & G.A. Bigley (Eds.), Motivation and leadership at work. Singapore: McGraw – Hill.
 Churchill, G.A., Ford, N.M., & Walker, O.C. (1990). Sales force management. Homewood, IL: Irwin.
 Cooper, R., & Sawaf, A. (1997). Executive EQ. Emotional intelligence in business. New York: Penguin.
 Goleman, D. (1996). Emotional intelligence. London: Bloomsbury.
 Cherniss, C., & Adler, M. (2000). Promoting emotional intelligence in organisations. Alexandria, VA: American Society for Training and Development.
 Hayward, R. (2003). A survey of morale among NAPTOSA members, 2002. Edusource, 41:1-10.
 Kochan, K.F., & Reed, J.C. (2005). Collaborative leadership, community building, and democracy in public education. In F.W. English (Ed.), The Sage handbook of educational leadership. California: Sage.
 Spangenberg, H. (1994). Understanding and implementing performance management. Kenwyn: Juta.
 Gravetter, F.J., & Wallnau, L.B. (2008). Essentials of statistics for the behavioural sciences. New York: Thompson Wadsworth.
 Tuckman, B.W. (1999). Conducting educational research. New York: Harcourt Brace.
 McMillan, J.H., & Schumacher, S. (2001). Research in education. New York: Longman.
 Singh, P. (2010). Innovative strategies to develop better schools. Sydney, Australia: Common Ground.
 Kouzes, J., & Posner, B. (2012). The leadership challenge. San Franscisco: Jossey-Bass.
 Stein, S., & Book, H. (2001). The EQ edge. Emotional intelligence and your success. Toronto: Stoddart.