Investigating The Effect of Administrative Sanctions On Anxiety Among Teachers of Non-Functional Secondary Schools During The Anglophone Crisis

Abstract

The problem of anxiety among secondary school teachers in the North west region of Cameroon has been a matter of concerned in recent times among stakeholders and policy makers in the country. As part of the contribution to address the situation, this study was set out to investigate the effect of administrative sanctions on the anxiety among teachers of non-functional secondary schools during the anglophone crisis in the North west region of Cameroon.  To carry out the study, two research questions and two research hypotheses were formulated.  After reviewing both theoretical and empirical literature, the descriptive survey research design was employed in the study. The study was carried out among teachers of non-functional secondary schools in the area. Sample for the study consisted of 390 teachers and 10 principals.  Data was collected using close-ended questionnaires and interviews. The study employed the ordinary least square regression techniques to analyze the data that were collected, the Cronbach alpha to test for reliability of instruments and the student t-test to verify the significance of the hypothesis. The thematic content analysis was used to analyze the qualitative data collected and the overall results revealed that, Salary suspension and query letters all have significant positive effect on the anxiety level of teachers in the area.  Based on the above findings, it was therefore recommended that, school administrators, Stakeholders should implement supportive administrative practices in handling teacher misconduct and even replacing the harsh administrative approaches with more friendly and moderate approaches to human resource management.