Aboagye, Michael Osei

2 Publications in AERD

Author Publications

Job stress and teacher burnout in preschools–Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country

By Aboagye, Michael Osei

This study examines how asymmetric job conditions deplete the psychological resources of the ECE workforce in a lower-middle-income country (LMIC). Specifically, this preliminary study, using data from preschool teaching staff, examined the influence of (a) job demands (emotional demand, workload, role conflict and work-family conflict) on psychological burnout (emotional exhaustion), and (b) the offsetting effect of occupational resources (social support and job autonomy) in the job demands–emotional exhaustion relations. SEM analyses revealed that high stressors (i.e. job demands) were related with high levels of emotional exhaustion, while social support and job autonomy served as significant buffers in the stressors–emotional exhaustion positive link. These outcomes serve as preliminary evidence for ECE job re-design and burnout management programs by strategically allocating school-level resources in LMICs. © 2023 TACTYC.

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Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus

By Amankwah, Francis

A cross-sectional survey was conducted to explore university teachers' stages of concerns (SoC) about the adoption of the Moodle LMS at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Hundred and thirty-one (131) participants (university teachers) were randomly selected from the Kumasi Campus of AAMUSTED to participate in the study. Results revealed that the university teachers had primary and secondary concerns at the personal and consequence stages of the SoC, respectively. At the awareness stage, they reported having low levels of concerns. Participants' socio-demographics (i.e. gender, age, educational qualification, rank, and teaching experience) had no significant relationship with the overall stages of concerns. Implications of these findings have been discussed to help address university teachers' concerns about the adoption of online learning management systems in HEIs in low- and middle-income countries, where online education is rife with issues.

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