ABSTRACT:

An ex-post facto data collected from 600 teachers and 2400 senior secondary two students
from Cross River State were analyzed to determine the influence of stress arising from role conflict on
professional effectiveness. One hypothesis was tested using One-Way Analysis of Variance. The result
of the data analyses showed that stress arising from role conflict has a significant influence on
professional effectiveness (Classroom management and supervision of co-curricular activities).Teachers
who experience low level of stress are more effective than those who experience moderate and high
level of stress. Based on the finding, some recommendations were made.