1.0 INTRODUCTION

Stress is not something strange to our daily life nowadays. Everybody may feel stress when they are facing bad situation. Cox & Brockley (1984) stated that stress is a perception phenomenon which exists from a comparison between the command given and ability of a person to execute he task successfully. Unbalanced situation in this mechanism will lead into stress experience and ultimately into stress reaction.

Teacher stress is defined as an uncomfortable feeling, negative emotion such as anger, anxiety, pressure and disappointment sourced from their work aspects as a teacher (Kyriacou & Sutcliffe, 1978). For this matter, stressed teacher is someone with their uncontrollable emotion towards changes in education culture which requires a teacher to give their knowledge, and at the same time, they have to educate students to be a good community member. Teachers have to work more, doing clerical jobs, preparing for teaching aid materials, and attending courses or educational workshops. These require teachers to adapt themselves with new teaching techniques.

Normally, from my experience working in many schools, high level of stress will lead into work unsatisfactory, work absentee, and works abandon. Stress adapting reactions of a teacher includes psychological reactions (anxiety and sadness), physiological (headache, high blood pressure) and attitude related (alcohol and smoking addiction, lifestyle and insomnia). Bad working environment will lead into stress factor and causing work unsatisfactory. Ultimately, a teacher will have desire to leave their profession (Kyriacou & Sutcliffe, 1978) High stress level of a teacher causes disappointment, aggressive behaviour, anxiety, avoidance of work, absentee, and poor works performance (Kaiser & Polczynski, 1982).

2.0 definition of concept

According to Derogatis (1998), stress may be defined as a state of psychological pressure influenced by three main sources or domains: personality mediators (put together of time pressure, driven behaviour, attitude posture, relaxation potential, and role definition); environmental factors (constituting of vocational satisfaction, domestic satisfaction, and health posture); and emotional responses (such as hostility, anxiety, and depression). Derogatis, accordingly explains that these three sources must be studied interactively to develop a comprehensive account of psychological stress. Burnout is a syndrome of complete physical and emotional exhaustion with psychological, psychophysiological, and behavioral components according Freudenberger (1981). Freudenberger, accordingly explains that i t is characterized by pessimism, paranoia, rigidity, diminished sense of humour, increased physical complaints, self-medication, and social withdrawal. Burnout is a chronic condition that occurs in the helping professions such as doctors, nurses, teachers, lawyers, social workers and police officers (Freudenberger, 1981).

3.0 Literature Review

Numerous definitions of stress exist in the literature and there is some controversy over the nomenclature as to whether the term stress, stressor, or strain should be used to define various aspects of stress (Thatcher & Miller, 2003). Frydenberg (2004) highlighted how an individual conceptualizes coping as a response to stress and a medium to develop resilience. The study highlighted the importance of teaching young people cognitive skills for coping with stress to facilitate the use of interpersonal and intrapersonal resources. The study emphasized that for healthy social and emotional development of youngsters, it is important to change the language of hopelessness to the language of ability and optimism. The key to a promising future for youngsters is effective adaptation of the coping skills.

Schwarzer and Hallum (2008) examined relationship between stress and self efficacy and suggested a positive effect of high self efficacy in coping with stress. It is stated that a positive belief about personal competence to deal with stressful situations results in adaptation of constructive coping strategies. Thus, self-efficacious teachers tend to deem their routine work demands as less threatening than those teachers who carry negative beliefs or doubts about their performance. Similarly, in another empirical study, Betoret (2009) examined an association among teachers self-efficacy, institutional resources, and teachers burnout. Results indicated that internal and external coping resources including instructional self efficacy, class room management efficacy, and social support resources were significantly negatively related to job stressors. On the other hand, job stressors had a significant positive relationship with teachers burnout.

Benight and Bandura (2004) integrated findings from various studies regarding the role of self-efficacy in retrieval from various types of traumatic experiences (terrorist attacks, natural disasters, military combat, technological catastrophes, criminal and sexual assaults). Analysis found perceived self-efficacy to be a mediator of post-traumatic retrieval. The contribution of perceived coping self-efficacy as the sole mediator for post traumatic retrieval indicates the effective functioning of an individuals belief in his or her capabilities to exercise control over traumatic and stressful encounters.

The existence of factors other than those intrinsic to teaching can be demonstrated by cross-national comparisons of teacher stress. Stress and burnout in the context of teaching (though by no means limited to this profession) are pathological syndromes suffered by teachers. They are caused largely by the conditions (organizational and of many other types) in which teaching takes place, Travers & Cooper (1997). A summary analysis of the current situation in education permits the identification of some of the social and organizational factors that constitute sources of stress and burnout: The combination of changes in society and the educational system itself has led to a growing complexity of the teachers role and has increased the demands of the school environment. Paradoxically, these growing demands are accompanied by a devaluation of, and a reduction in support for, the school system, which in turn leads to severe occupational dissatisfaction (working conditions) and health problems among the teaching staff. In general terms, burnout in the teaching profession, results from the imbalance between the demands of the profession and the rewards received, perceived self-efficacy in the achievement of this objective, observing progress in students, receiving recognition from others, among other factors.

This profession shares a set of basic characteristics (Pines & Aronson, 1988): it is emotionally draining, focus on the client, and the people who choose to work in them have certain personality characteristics in common. The teaching profession also involves some aggravating factors which contribute to exacerbating burnout problems among teachers: there is constant personal contact and interaction with students; teachers need to be experts, to display patience and sensitivity and to be useful; their work is constantly open to scrutiny and evaluation by a variety of people; they work with people who may not wish to work with them or to benefit from their efforts; salaries tend to be lower than those in comparable jobs; and teachers expectations of different aspects of their work, such as its perceived value and student motivation often exceed reality.

4.0 CHALLENGES AND IMPLICATIONS

4.1 Workloads

Research has suggested that a number of stressors are intrinsic to teaching. In their study, Travers & Cooper (1997) found out that the workload and long working hours emerged as particular issues for English teachers as opposed to colleagues in France. When Travers & Cooper (1997) questioned British teachers across all educational sectors high workload, poor status and poor pay emerged as three of the seven major sources of stress - the others being systemic in origin. A study by Male & May (1998) of learning support coordinators in Further Education colleges further illustrates the importance of these factors. Coordinators were assessed for burnout, stress and health. Overall mixed evidence for heightened stress in this group emerged, but there was strong evidence for work overload and excessive working hours, associated with emotional exhaustion.

Role overload occurs when an employee has to cope with a number of competing roles within their job. Pithers & Soden (1998) highlighted role overload as a significant stressor in teachers. They assessed levels of strain, organisational roles and stress in 322 Australian and Scottish vocational and lecturers. Strain was found to be average in both national groups, but there were high levels of stress, with role overload emerging as the major cause. The research by research Kinnunen & Leskinen (1989) identified a cyclical pattern in the effects of overwork, contingent on the academic year in their assessment of teachers. The assessment was repeated during the autumn and spring terms of an academic year. It was found that recovery from stress occurred each weekend during the spring term, but that by the end of the longer autumn term weekend recovery no longer took place.

I refer to the letter Let them focus on teaching (NST, Nov 21) by S. Sundralingam of Ipoh. The issue of teachers workload seems to never end. My observation is that there is evidence of teachers excessive workload.

The non-teaching tasks and expanded role of teachers have deprived teachers of time to carry out their task as educators. Consequently, teachers experience work overload, which may exhaust their enthusiasm and erode their commitment. According to a study a few years back, reported in the media, teachers work an average of 66.24 hours per week, exceeding the maximum average working hours of 45 hours per week set by the International Labour of Organisation. This is another justification for the need to reduce the workload. Teachers also have to translate new policies, reforms and changes into action. The current issue is the implementation of the school-based assessment system. The success of such policies, changes and reforms depends on teachers.

Teachers are not against any change. They are all for it if the changes are in step with improvements in logistics and facilities in schools that are crucial to implement them. The changes in our education system have resulted in the general intensification of teachers working life. There is increased paperwork, more administrative meetings, preparations for external and internal inspections, and monitoring the implementation of new policies and other bureaucratic requirements that sap the teachers energy and divert them from the core task of teaching.

As frontline workers in the education system, teachers have the major task of ensuring the implementation of these policies. Although there is evidence that schools have been able to embrace the changes, some teachers may not readily jump on the bandwagon. But for those who have the passion for teaching, they will do more than expected. Most teachers are allotted up to 25 teaching periods a week and start as early as 7am. Ringing of the school bell will mark the start and end of each period. In this regard, a large amount of the teachers work is dictated by the tyranny of the clock.

Teachers also have to stay back in the afternoons for co-curricular activities, staff and panel meetings, and other activities. Even coffee breaks and lunchtime are slotted into the schedule of teaching.Such a working scenario demands a high level of commitment, self-motivation and endurance.

Ideally, a teachers workload must be relevant to education. A manageable one will enable teachers to complete their tasks without overworking. This will minimise stress and help sustain commitment. Grouses on teachers workload should be given due consideration. Hopefully, the implementation of the policy statements mentioned in the Malaysia Education Blueprint 2013-2025 will give teachers something to rejoice.

What have been deliberated are the nuts and bolts of the teaching profession. We may feel overburdened and harbour resentment on job-related issues, but teaching will always be regarded as a noble profession. Teaching is a value-led profession, concerned with the betterment of human capital and society as a whole. Most of us are teachers by choice, so. Let us stay motivated to discharge our duties, although some tasks may be beyond the call of our duties. Let us perform at the highest level of excellence as a habit. There are key performance motivators for us to accomplish our job meticulously and efficiently. Teach our students with great tenacity. We need to be firm, but gentle. Choose our words and actions carefully. Whatever our actions, they must not deprive our schoolchildren from getting the education they deserve.

4.2 Overloaded Curriculum

According to a research made by the Cabinet Committee towards the National Education Fundamental in 1979, they had identified several weaknesses caused by the overload curriculum as follows: 1)Lesson content sometimes repeated and unrelated between subjects or standard. 2) The subject syllabus contains too many items. This makes the pupils burdened and bored. 3) Teachers and pupils are always forced to finish the syllabus especially during examination period. 4) Teaching and learning depends too much on textbooks. This will restrict the use of other teaching techniques and resources which are more interesting and effective (Abd Rahim b. Abd Rashid, 2005)Particularly, on teachers side, there are several effects that happen in their education life which caused by this overload curriculum problem. For instance, time management, subject or topic itself, the teachers roles in teaching and school, teaching styles, teachers dilemma or emotion and lastly the effects for the future. Firstly, as stated before, the overload curriculum has caused some impact in teachers time management where the teachers are rushing for content coverage in order to finish the subject syllabus before the examination season started. It has, for example, altered the number of periods taught and has led to the introduction of cross-curricular areas. Consequently, the time consumed in a week is not enough for certain subjects and teachers need to make extra classes in the weekends or after school just to finish the syllabus. Because of the rush, teachers also need to teach the subject seriously, hence there is no time for the teacher and pupils to have fun in teaching and learning.

Furthermore, from my observations during my school based experiences, I found that overload curriculum has the effects on the subjects, topics or syllabus themselves. In addition, teachers always tend to neglect minor subject such as Physical Education, Living Skills, and Moral Education in order to focus more on the examination subjects such as the Malay language, English language, Science and Mathematics. These subjects are included in the centralized examination for the primary school known as the Primary School Achievement Test or UPSR. Because of this, education in school has become exam oriented learning where the minor subjects classes have been neglected or sometimes replaced with the examination subjects.Apart from that, the overloaded curriculum problem also gives some impacts on the teachers roles in teaching as well as in school. If you are a teacher, your importance to the curriculum-development process relates to more than an obligation to implement adopted decisions (Armstrong, D. G, 2003). I believe every teacher yearn to be an effective teacher in school and education where they aimed to achieve the objectives in teaching and learning of the curriculum. However, other than the responsibilities to teach and conduct the curriculum, teachers also have lots of other duties and disruptions in school. For instance, as stated by Abd Rahim b. Abd Rashid (2005) about teacher professionalism and school management, the teachers task, roles and development in school contexts are divided into two parts that is the curriculum and teaching management and non-academic management. As for the curriculum and teaching management, it involves teaching resources and materials, aims of school and education, academic (curriculum objectives) and innovation and creativity of teaching and as for the non academic management, it involves the co-curriculum activity, school and society, planning and administration and school leadership. On the other hand, the disruptions that teachers need to confront during in school are meeting, sports day, school events, holidays and seminars outside the school.

According to Magnusson, Krajcik, & Borko, (1999). Teaching is a complex activity that requires teachers to understand content and pedagogy as they come together to support students thinking and learning in the context of their classroom. In this case, the overload curriculum has also affected the teaching styles in teaching and learning. Lage, Platt and Treglia (2000) stated that, students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles. However, because of the time constraint, teachers are not able to apply interesting and effective teaching styles in the classroom. The teaching and learning session is focusing more on teacher-centred and involved less meaningful activities for the students. Teachers tend to teach more on theory and use traditional teaching styles approach where there is no or less contextual and practical learning involved among the students. A contextualized approach to instruction also stresses the social nature of real world activities (Wenger, 1998; Lave & Wenger, 1991). In some cases as Curzon (1985) points out, those who compile a syllabus tend to follow the traditional textbook approach of an 'order of contents', or a pattern prescribed by a 'logical' approach to the subject. To worsen the situation, some teachers only teaching just following the provided text books as stated before without applying other activities to enhance childrens understanding in learning the lesson. Hence, this will make the pupils learning become boring and most probably the learning objectives are not fully achieved by the pupils.

Furthermore, because of this overload curriculum problem, teachers actually faced their own dilemma and it is sometimes affected their emotion in carry out their duties. For instance, teacher will feel stressful because there is not enough time to cover the subjects and in some circumstances, there are not enough teachers in some school to deliver the curriculum to the pupils. As stated by Armstrong (2005) when you find yourself engaged in curriculum task, you and your associates will be forced to consider important context variables. For instance, a teacher needs to know the social setting within which the materials he or she is preparing will be taught. Furthermore, a teacher certainly wants to develop interesting materials that are appropriate to the age and sophistication levels of the learners who will use them. The variety of teaching sites, students, community expectations, parent and guardian priorities, and available support resources militate against that proposition (Armstrong, D. G, 2003). Teacher also must consider findings which are related to the learners cognitive and psychological development. As enactors of the curriculum, teachers interpret, modify, augment and chose selectively from any materials that are available to them (Ben Peretz, 1990). Nevertheless, due to rushing to finish the topic, teachers are not able to focus on their particular students needs, for instance, the difference of student individual level in learning where not all pupils in that particular classroom are able to achieve the curriculum goals and the learning objectives especially the pupils from the low level class. This is true as Armstrong (2003) says that curricular that are developed without the participation of thoughtful teachers often lack essential gravitas

As a result, this overload curriculum problem is also the causes why there are still many primary students are not able to master the basic 3Rs skills namely reading, writing and arithmetic. Teachers also will be in dilemma because they are only able to teach the children on the surface and they are not able to educate the pupils such as inculcating the values of the lesson. This dilemma phenomenon has shown that teachers are not able to fulfil the teaching philosophy which is designed to expand a creative, innovative and interesting teaching and learning concept. As explained by Abd Rahim b. Abd Rashid (2005) teaching and learning that had been implemented by the teacher will never be effective if the teacher did not understand the teaching philosophy in order to construct the strength and understand the effects of learning in establish and develop a students potential and ability. Issues like teaching and learning styles, teaching objectives and aims are the principles that designed the teaching philosophy. As the consequence from this problem, the National Education Philosophy is not delivered perfectly and the aims of education are not achieved among the children. Sharifah (1999) explained that NPE is developed to achieve the nations vision to prepare children to become knowledgeable, trained and skilled individuals to meet the growing needs of the millennium.

The National Education Philosophy has been the aims and the purpose of education in Malaysia that need to be achieved by the students, and it is the responsibility of the teachers to establish balanced human capitals harmony with the philosophy that had been created by the Ministry of Education. Education in Malaysia is on-going efforts towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large (Ministry of Education, 2002).

However, due to the overloaded curriculum, the goals and aims could not be achieved. Consequently, it will produce the unbalanced generation and society whom does not have or learn the values from education and as a result, in the end teacher will be blamed, not just by the parents but also by the society. It sees what teacher do in the classroom as a kind of interactive dialogue, which leads to action based on their perceptions of curricular intent, your expectations of parents and guardians and the local community, and your views of your students needs (Henderson, 1992)

After all, teachers still need to catch up with the curriculum in the educational world as a professional. Moreover, a teacher must understand that the curriculum work is never done because curriculum and education are always moves and flows with the circulation of time. To avoid the calamitous results of school program built on out-dated information, it is essential for curriculum to be an ongoing activity (Armstrong, D. G, 2005). In order to overcome the effects of the overloaded curriculum problem and reduces the stress among teachers.

4.3 Classroom Discipline

Classroom discipline is also a significant source of stress. Lewis (1999) examined teachers' estimations of stress arising from being unable to discipline pupils in the way they would prefer. Overall, maintaining discipline emerged as a stressor, with those worst affected being teachers who placed particular emphasis on pupil empowerment. A study of 1000 student teachers (Morton et al, 1997) revealed that classroom management was their second greatest sources of anxiety, the greatest being evaluation apprehension. Of all the stressors reported, classroom management anxiety was the only one that did not decline following teaching practice.

Students misbehavior is a prevailing problem affecting schools not only in Malaysia but also across the many nations around the world. Students misconduct in the classroom interferes with teaching and learning and is thought to be precursor to later school dropout and similar negative social outcomes. Students behavioral problems are also thought to be a leading contributor to teachers stress and attrition. Serious breaches of school discipline policy can have profound negative effects onteachers. Teachers subjected to abuse or intimidation report experiencing fears for their safety, lack of sense of dignity at work, intense feelings of anger, humiliation or shame, isolation and depression.

Some teenagers may never reveal the nature of the incident or its impact on them. In such cases, the confidence of the teacher has been undermined; his/her sense of personal safety violated and the perpetrator has not been sanctioned. Slavin (2003). One of the most widespread reasons for bad discipline however is usually a students inability to cope with the tasks. The noisiest students will demonstrate their frustration by loud outbursts, disruptive behaviour, while the rest of the class may remain passive Sternberg & Williams (2002).

Basically, discipline problems occur when a student refuses to obey rules of the classroom or school. Rules that deal with human actions will eventually be broken and require some sort of punishment. The concept of matching the punishment with the rule violation requires that the rules be presented in written format and that the punishment for violations be specified. Rules must also relate to the stated function of education or the school process and, again, common sense must prevail in establishing disciplinary action for breaking a rule. Teachers, in making rules for individual classroom behavior, should constantly be reminded of this principle. Furthermore, all students must be aware and prudent of the rules before disciplinary action can be administered, Franken (1998). Parents and schools share the responsibility of promoting values and standards which we hope will help younger people to establish sound behavioural codes for their lives. It is important that parentswork in-cooperate with their childs school, and not just leave the school alone in the dark. Discipline problems can be dealt with much more effectively if both parties could share the similar and ideal vision which, leads to prolific missions. We are all part of the society and our behavior will reflect current values and mores. Young students are particularly impressionable and vulnerable if much of their behavior is learned and they will copy and act out what they observe to be fashionable and attractive according to Feldman, (1996).

In schools where the head teachers emphasized punishments rather more than rewards, pupils progress tends to be inhibited; the greater the number of punishments listed, the more negative were the effects. In contrast, whenever the number of rewards exceeded the number of punishments, progress was greater (Duke & Canady, 1991); successful schools have high expectations of discipline, and promote good relationships between children and staff. They know that it is not just about how children behave currently in schools but it is about sound preparation for the later life.

4.0 School-based Assessment System (PBS)

Evaluation apprehension is an issue of increasing import, as quality assurance procedures increasingly demand lesson observation. The phenomenon is currently under-researched in qualified teachers, although there is a modest body of research on student teachers. Capel (1997) questioned practical teachers following first and second teaching practices on their levels and sources of anxiety. Evaluation apprehension emerged as the stressor in both practices. Similarly, the Morton study (above) found that of all the sources of stress for student teachers, evaluation apprehension was the greatest, although it declined following teaching practice, suggesting that it is reduced by exposure and positive experiences of observation feedback. The moderating effects of exposure to lesson observation are an area requiring further research.

It is rare for teachers to voice out their work concerns in public. Even the occasional letters to the press are published under pseudonyms, as the teachers are fully aware of the consequences if they break the rules. But their disenchantment over the school-based assessment (PBS) system reached a tipping point when some of them showed up at a public rally recently to protest against the PBS. The issue has been brewing for some time, with stories about teachers having to burn the midnight oil just to key in data into an online system that was difficult to access.

The PBS was introduced at the Year One level in 2011 and at Form One in 2012. The planners probably did not anticipate the cumulative effect of the workload on teachers and data volume on the online system as more students come under the PBS. Which is why there was such a palpable sense of relief that greeted the announcement by Education Minister Tan Sri Muhyiddin Yassin that changes made to the PBS will see a reduction in workload for the teachers by up to 80%.

National Union of the Teaching Profession (NUTP) president Hashim Adnan said teachers throughout the country would be happy to hear that they no longer have to wake up in the early hours of the morning such as at 2am, 3am or 4am just to key in data. But technical issues aside, we must not lose sight of the purpose of introducing the PBS in the first place. The primary role of teachers is to teach. And the self-assessment system is meant to complement this endeavour as it allows students to be assessed continuously rather than through set periodic examinations. Teachers, therefore, must be sensitive to the performance of their students throughout the year and pay attention to the weaker students to keep them up to speed.

The intent is to create independent students with critical and analytical abilities, who are able to understand properly the subject matter of their studies rather than merely memorising and regurgitating them in examinations. Which is why the accuracy of the data is crucial as the quality of the students will now be judged at the school level itself. And the real test will be for this years Form Three student, who will no longer take the centralised examination, Penilaian Menengah Rendah (PMR), but the Pentaksiran Tingkatan 3 (PT3 or Form 3 Assessment). Their entry into Form Four next year including to fully residential schools, religious secondary schools, Mara Junior Science College, technical secondary schools and vocational colleges hinges on how accurately they have been assessed.

5.0 RFLECTION

In this last semester, we are required to complete the Teachers and Current Challenges (EDU3093i). As my assumption throughout the whole process of completing this coursework, the teaching profession is the most important profession in the process of absorption of knowledge to individuals and society. In the era of globalization, the role of teachers is becoming increasingly complex and challenging. The teacher must ensure that the dignity of the teaching being improved from time to time to a higher level and thus can realize respected national mission as outlined by the Prime Minister of Malaysia in the 9th Malaysia Plan.

This coursework really gives new challenge for me as a student teacher as this is the first time I need to read and analysed the current issues in education. With the help of my beloved lecturer, Dr Balakrishnan A/L Govinthasamy, I managed to complete this coursework on time.

For this assignment, I need to collect articles and journals and read books about Teachers and Current Challenges. I also read the newspaper online to search for the relevant issues. Through journal and articles analysis, I can learn how to analyze the data collected. Moreover, it has encouraged me to find books, journal and articles that related to my major issue. With this I can compare and contrast data of this study with other studies. This indirectly has given me the opportunity to learn the things that need to be taken into account in the study. Through the analysis I was able to strengthen my English proficiency. This is also a bonus for me to improve my proficiency level.

Besides that, I also can see through the heavy workload of teachers and stresses they faced was never receded like a seamless sea. I am also a teacher who has long been in the education arena for over 13 years. If you are talking about teacher workload seems this question has not been solved. Proposed thrown ignored by the responsible party. I remember when I was still new in the field of education teachers' workload problems are often debated. Day after day passed, season-by-season changes, but these issues were dealt with noise.

Voice grievances or issues teachers often heard for decades, but not been completed. No doubt there are actions taken but it was a lot of that is ad hoc and politically. Various studies have been conducted by the Ministry of Education itself such as teacher workload, but the solutions not lighten the load even further added to more than double the workload. More irony again is that there is no one body or trade union acting or representing all teachers. Hopefully someday the rainbow will be seen between the clouds.

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