Effects of Teachers Stress on Attitude towards Teaching at Secondary level

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 ACKNOWLEDGEMENT

All praise and thanks to the Gracious the Greatest Lord "Almighty ALLAH" who blessed me with courage
and made my efforts faithful, who best owed upon me with potential and ability to contribute a little
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I pray all the tributes to the Holly Prophet Hazrat Muhammad (S.A.W) who enlightened our conscious,
who is Torch of guidance and knowledge for humanity, all and every respect is for the Holly Prophet
Hazrat Muhammad (S.A.W) who enables us to recognize our creator.
Research work is a wonderful opportunity for polishing various facts of student personality. This is a kind
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environment with her brilliant sense of humor. My heartiest greeting for my friends.

Muhammad Saqib Gulzar

EFFECT OF TEACHERS STRESS ON ATTITUDE TOWARDS TEACHING AT
SECONDARY LEVEL
ABSTRACT
Teachers' stress and teachers' attitude are both very important factors in educational context. The
current study was aimed to explore the "effect of teachers' stress on attitude towards teaching at
secondary level". It was a quantitative study with descriptive in nature. The population of was
selected from Faisalabad district. One tehsil was selected randomly i.e. Samundri. Sample
schools consisted of 10 schools (5 male and 5 female) from tehsil Samundri. For data collection
there were used two scales, i.e. teacher stress scale and teachers' attitude scale. Secondary school
teachers were taken as participant. Data was analyzed through SPSS version 20. According to the
results, here was difference found in teacher stress level on gender basis. A teacher under stress
did not boost up his attitude towards teaching. Government must take up the measure to reduce
the teachers' stress such as revise pay scale. Teacher must take training to reduce stress.
Keywords: Teachers' stress, Teachers' attitude, secondary level
 TABLE OF CONTENTS

Chapter Page
1.
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
13 Research Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Limitations of the Study
1-7 Delimination of Study
1.8 Research Methodology
1.8.1 Population
1.8.2 Sampling Technique
1.8.3 Sample
1.8.4 Research Instrument
1.8.5 Data Collection
1.8.6 Data Analysis
1.9 Operational Definition(s)
2. . REVIEW OF RELATED LITERATURE
2.1 Stress
2.2 Teachers' Stress
2.3 Workplace Stress
2.4 Theories of Stress
2.5 Models of Teacher Stress
2.5.1 Demand Control Model
2.5.2 Functional Communication Model
2.5.3 Stress Coping Strain Model
2.5.4 Beehr and Newman's Facet Model Person Environment Fit Model
2.5.5 Person Environment Fit Model
2.6 Causes of Stress
 2.7 Effect of Stress on Psychological and physical Health
2.8 Prevalence of Teacher Stress
2.9 Perspective on Teacher Stress
2.10 Attitude
2.11 Teacher's Attitude
2.12 Previous studies about Teacher's stress on Gender basis
3. RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample & Sampling Technique
3.4 Instrumentation
3.5 Validity and Reliability of Instrument
3.6 Data Collection
3.7 Data Analysis
4. DATA ANALYSIS AND INTERPRETATION
5. SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
5.2 Findings
5.2.1 Teacher's Stress
5.2.2 Attitude Towards Teaching
5.2.3 Effect of Teacher's stress on Attitude towards
Teaching at Secondary Level
5.3 Discussion
5.3.1 Teachers' Stress
5.3.2 Teacher's Attitude
5.4 Conclusions
5.6 Recommendations
Bibliography
 LIST OF TABLES
Table No. Title Page No.

3.1 Sample of the Teachers of Secondary Schools

3.2 Summary of Teachers Sample
4.1 Teachers demographic characteristics
4.2 Comparison of Male & Female Teachers on basis of Stress
4.3 Comparison of Male & Female Teachers on Attitude towards Teaching
4.4 Effects of Teacher's Stress on Attitude Towards Teaching at Secondary
Level
 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Education is a process through which a country develops its self- consciousness

by developing the self-consciousness of the individuals who make it up. It is not only the public
education, but it is a social institution which provides mental, physical, ideological and moral
training to the people of a nation so that they may become able to have full awareness of their
mission, their aim of life and equip them to attain that aim (Iqbal, 1996). Education is process of
learning which is aimed and necessary for the enhancement of moral, cultural, social and
intellectual characteristics of the student individually as well as member of social group.
Learning process is considered as training in the field of morals for individuals through which
their potentialities are developed, the qualities and traits of the creator are infused in them and
the culture of the people is transmitted to the next generations (Khalid, 1998). Education plays a
fundamental role in the advancement and development of a nation. It is a source of acquisition
and acquirement of the knowledge and transmitting of values and culture to the group of young
in the society. These educational goals and aims are attained through teaching and learning
experiences being offered in schools and colleges.

Education is development and a key to success. Existing scientific and

technological development can only be attributed to education (Bregman and Muhammad.
1998). The standard of education of a country intertwined and determines its position among
other nations of the world. In this regard countries with high achievements in the fields of
education and research lead the world. Education influences living standard as it turns the
population of a country into useful human capital and works as an agent of positive change
(Hoodbhoy, 1998). However, it is worth noting that teacher(s), as builders of the nation, holds a
pivotal role in the process of education. In this sense the quality and standards of education are
strongly associated with the quality and effectiveness of its teachers. Unfortunately, in Pakistan
very little attention has been paid to the education sector in general and the recruitment of quality
teachers. Resultantly, Pakistan has one of the lowest literacy rate and quality education (Farooq,
1990). This study attempts to examine the problems faced by school teachers such as, academic,
recruitment and promotion procedure, administrative and power structure, financial, training.
curriculum, parental relations, and examination in all province of Pakistan particularly in Punjab,
Pakistan.

There has been an increasing demand for more robust academic experiences and
effective learning at all levels of education, particularly at the secondary and higher education
levels in Pakistan (Akrum et al, 2011). The success of any educational system depends on good
and well-resourced teachers. Teachers cannot be replaced with any other kind of instructional
material. It is a reality that teachers are the best in the entire educational system. Therefore,
teachers are considered the most important and fundamental factor for the success of any
educational system. A teacher is more than what is commonly talked about as his duties of
profession have many other dimensions (Deen, 2000).

The effective and successful learning depends upon the quality of teaching which
demands academically competent individuals who care about the well-being of children and
youth. Sarital and Tomer (2004) considered teaching is one of the most influential and powerful
profession in society. Teachers are the lifeblood of any education system. School place, books,
and classrooms are ineffective and meaningless without teachers. Primary school teachers are
playing a vital and crucial role at secondary school level. If a secondary school teacher
succeeded in shaping sound base in science subjects to the students than it is right to say that
they will become able to make atomic bomb. Therefore, it is justified to say that secondary
school teachers possess the most crucial position in the entire system of education. The future
success of the students depends upon the effectiveness of the teaching performance of the
teachers at secondary level (Suleman, et al. 2011).

In education, attitude toward science is an important factor affecting students'

achievement as well as students' alternative conceptions or misconceptions. Attitude is a
hypothetical construct that indicates an individual like and dislike towards an item. It may be
positive, negative or neutral. Attitude is an approach, temperament, sensation, situation, etc.
about a person or thing: inclination or course, especially of the mind. Attitude is a way of
looking at things (Muellerleile, 2005). An attitude may be defined as a predisposition to respond
in a favorable or unfavorable manner with respect to a given attitude object (Oskamp and Schultz
2005). Every science teacher considered the development of positive attitude towards science
subjects as his center responsibility (Cheung, 2009). Unluckily, what is going on in our science
classrooms is not particular to the students across all ages, research has revealed, (Stark and gray
1999: Cheung 2009). According to Yara (2009), teacher, attitude and his method of teaching can
greatly influence the students' attitude.

Teaching profession is considered to be a stressful profession (Jarvis, 2002).

Kyriacou (1997) is of the view that it is evident fact that all the stake holders have put a very
crucial responsibility on the shoulders of the teachers as considering them the entity who have to
shape the students in such a way that they would be able to deal with the new challenges of the
modern world. Therefore, teachers can be considered as much stressed people. In this way
teachers" stress one can elaborate as the exposure which a teacher gets, from unlikable and
negative sort of emotions like; frustration, anger, depression, anxiety, and nervousness can be
consequential from perspective of the assigned activity/job. According to Child (2004), the
introduction of so many innovations into school life, such as the national curriculum, more
detailed and time consuming methods of assessment, more administration and committee
meetings within the school, fewer sanctions which teachers can apply for misbehavior, changing
attitudes of children to school work etc. have conspired to increase the tension in teaching.
Teacher stress is defined as experiences in teachers of unpleasant, negative emotions, such as
anger, frustration, anxiety, depression and nervousness, resulting from some aspect of their work
as teachers (Kyriacou, 1987).

Teacher stress has been recognized as a widespread problem in different

educational settings (Boyle, Borg, Falzon, & Baglioni, 1995; Dick & Wagner, 2001; Kyriacou,
1997). The teachers are at risk for higher levels of psychological distress and lower levels of job
satisfaction (Travers & Cooper, 1996; Schonfield, 1990). Borg (1990) also reported that up to
one third of teachers believe that their occupation is highly stressful. Other researchers have
defined the term by means of the degree of mismatch between the demands made upon an
individual and the individual's ability to cope with these demands (Kyriacou, 1997). In the
modern era when the problem of teacher stress has been recognized, it is need of the hour to
search the dimensions of this problem in Pakistan, where teachers are not enjoying their status as
professionals. Nowadays, teachers have heavier responsibilities than before. In the educational
field innovation have created a new role for teachers. Teachers are no longer considered as the
mere transferors of knowledge, but as individuals who are required to communicate and engage
with students more than before and to care for their inner worlds (Arnold 1999). The elements
that cause stress in organizations are environmental factors and the behavior formed as a result of
the pressure of these elements on the individual (Amason, Allen and Holmes, 1999).

These factors may be monotony, change of technology, excessive work load, job
security, agronomy, management problems (Cooper and Davidson, 1987. Kyriacou (1997)
observes that, due to variation between countries and national education systems, there are
differences in the main sources of teacher stress (Ibid.: 30). He also observes that job satisfaction
is a complex issue in that 'even in the context of feeling overloaded, taking on additional duties
in a valued area of work need not create more stress, and may indeed enhance job satisfaction'
(Ibid.: 30). Stress has both beneficial and harmful impacts on individuals (Behere et al.
2011;Burnard et al. 2007). As a beneficial impact, stress is able to force us towards achievement
(Behereet al. 2011). Selye (1976) called this impact 'eustress'. As a harmful impact, literature
reveals that stress has negative effects that might be classified into three groups: physical
manifestations, such as headache and infections; psychological manifestations, such as anger,
low self-respect and anxiety; and behavioral manifestations, such as weight loss, smoking and
drinking (Arnold & Boggs 2006). Roney and Cohon, (2001) called these stresses as emotional
stresses, these stresses include; time stress, the pressure of something before a certain time,
anticipatory stress, worry and dread about in depending events, situational stress, fear of finding
one's self in a situation posing threat, loss of control or loss of status in the eyes of others.

In fact the United Nations has commented that occupational stress "The 20th
century disease" (Krohe, 2001). The value of research published in sense of teacher stress has
indicated that it is the number one health problem amongst the teachers (Fimian &Fastenau, 1990).
According to Fimian (1984) the occupational stress experienced by teachers is actually a multiple factor
construct and these factors are significantly related to one another. In both literature and common usage
of the term "work stress" it is apparent that certain things cause stress and that this stress when it does
occur, because evident in terms of any number of physiological, behavioral and other types of
"symptoms". It should probably be easy to locate one array of events that act as source of stress and
another of events that act as manifestations of stress. Moreover the teacher stress is concerned with a
number of work job and organizational variables in terms of both predicted directions and magnitudes
(Fimian, 1982).

1.2 Statement of the Problem

The topic under study was "Effect of Teacher's stress on attitude towards teaching at secondary
level"

1.3 Research Objectives

The aim of this study was to analyze the effect of teachers stress on attitude toward teaching of
Schools in Pakistan by using appropriate model".

To achieve said aims, following objectives were designed:

 To find out teachers' stress level.

 To explore teachers attitude towards teaching.
 To find out effect of teachers' stress on attitude towards teaching.

1.4 Research Questions

 What is the stress level of secondary teachers?

 What is the stress level of male secondary teachers?
 What is the stress level of female secondary teachers?
 What is the attitude of teachers towards teaching at secondary level?
 What is the attitude of male teachers towards teaching at secondary level?
 What is the effect of teacher's stress on attitude towards teaching?
 What is the attitude of female teachers towards teaching at secondary level?
 What is the effect of male teacher's stress on attitude towards teaching?
 What is the effect of female teacher's stress on attitude towards teaching?

1.5 Significance of the study

The purpose of this study was to gain awareness about the classroom effective teaching
strategies, the teachers stress on attitude toward the teaching and compare the different teaching styles
used in secondary schools. The research will provide insight to determine the effectiveness of the
strategies used secondary schools level. This study will help the teaching in improving their classroom
management Strategies which ultimately increase the achievement level of the students.

1.6 Scope & Limitations of the Study

This research was unable to bring light on some of the more hidden problems in teaching
activity methods, including factors such as environmental issues and socio- economics issue and socio-
cultural issues as well. The current study will be beneficial for teachers, head teachers and educationists.

1.7 Delimitation of the Study

1. The data was collected from both male and female government schools

teachers of Tehsil Samundari, District Faisalabad, Pakistan.

2. All schools were Secondary Schools.

1.8 Research Methodology

There were different research method, tools and techniques used in research
but in this study simple quantitative research methodology was use. All research methods and
techniques that was used in this study are given below.

Research Design

Research design is defined as organizing the collection and investigation of data

in such a situation that research purposes will relate to the economy". Research design is similar
a blue print of research to be conducted. It is related to about how data is gathered, assessed and
examined. According to (Saunders, 2011) there are three types of research design descriptive,
exploratory or explanatory. In this study Exploratory research design was implemented by the
researcher because the research is going to study the problem which is not clearly defined.

1.8.1 Population

The target population can be defined as the collection of objects of elements that
comprises the same properties or features which is required by the researcher. Here the
population encompassed Secondary schools of city Samundari, District Faisalabad Pakistan.
Data were taken from the teachers to check the effect of teachers stress on attitude toward the
teaching at secondary level and its' effect on students' academic performance and achievements
at secondary level.

1.8.2 Sampling Technique

Due to time and cost constraint, it was hard to collect data from the whole
population. So, sampling method is important to gather data from the small set of
population. In this study the sampling frame were five male and five female public schools as
well as five private schools' city Samundari, District Faisalabad, Pakistan The data were
collected from the teachers of selected schools. Two types of probability kinds i.e. Probability
sampling and Non- Probability sampling are commonly med techniques. "In probability
sampling, there is an equal chance of random selection of respondents however in non-
probability sampling no chance of selection". This study. there was stratified random sampling
used because it was very difficult to generate complete list of all schools and teachers and of
whole District, in very short time to use probability sampling. The sample size of this study were
100 respondents in which 50 teachers were male teachers and 50 were female teachers of
secondary Schools due to the easily availability of the data.

1.8.3 Sample

Sample of the study was taken from secondary schools of Tehsil Samundri
District Faisalabad.

1.8.4 Research Instrument

For the current study teachers stress Questionnaire was used to find out he
teacher's stress level at secondary school and to find out teachers attitude towards teaching
questionnaire of teachers attitude was used.
1.8.5 Data Collection

Diverse types of techniques can be used by to collect data i.e. surveys, interviews,
observation, questionnaire and proxies. In this research, the researcher was use the secondary
data to check the effect of teachers stress on attitude toward teaching at secondary schools. The
important information were collected through questionnaire. To get the opinion of the teachers of
both male and female Public schools, a questionnaire was developed. Furthermore, data was
collected from different articles, Research papers, Specialized International Journals, internet and
from previous studies.

1.8.6 Data Analysis

There are different sources of data collection like scales, proxies, and questions.
In this study the researcher used appropriate research tools and software to analysis of data, like;
SPSS software analysis in which descriptive test was used to find out the frequency, percentage,
means and minimum/maximum values etc. Difference on the basis of gender was explored
through test.

1.9 Operational Definition (s)

Stress: Teachers stress at secondary level.

Attitude: Teachers behavior at secondary level
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Teaching is a most significant profession in the world and development around us

purely depends on it. It is the mother of all professions. Teachers are required to improve the
quality of the effective functioning of the education system and learning process. They have a
constructive role to improve the students" personalities. It can be reviewed that schools are those
platforms where significant socialization of the students take place. That is why schools are the
important institutions of the society. As a profession teaching is highly complex work and
teachers are stressed very well. Like other professionals, teachers are even more overwhelmed by
complex challenges. In the global scenario, teacher's lake resources to meet the high demands
and expectations placed on them. In this way they remain under stress and this ultimately affect
their attitude towards teaching.

2.1 Stress

Stress is a complex concept. The word stress is derived from the Latin word
"Stringere. Mosley, Megginson and Pietri, (2001) defined stress as any stimulus which causes
wear and tear externally in an individual. This means that stress is tension or worry which starts
from life events; and life events are part and parcel of stress. According to Jepson (2006)
generally stress is a term used for pressure that people exposed to in ones' life. Stress is usually
considered to be effect or response to a stimulus Jenkins & Calhoun (1991). The proper
understanding and origination of "stress" comes from the empirical study of Derogatis (1987),
who made his research work on the basis of Derogatis stress profile (DSP), a psychological
questionnaire. Lazares (1966) gave social interaction theory of stress, Lazarus and Foakman
(1984) describe it as a particular interaction between man and environment. There are many
definitions of stress 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). Buunk, Young, Ybema & Wollf (1998) identify three broad
theoretical approaches to stress which may determine the ways in which the term can be used.
Different classes of appreciation to literature review explain it as affects an individual event or
situation and potentially in other words, as it is harmful" - some ideas are basically dealing with
stress as a trigger which showed existence (Lazarus, 1984; Mc Grath, that the 1976 Cox,
1978).Stress has also been based on three types of theories i.e. stimulus, response-oriented and
distributed transactional and interactional theories (Coyne Lazarus; & Holroyed; Stotland
Sarafino, cited in 1990). The stimulus oriented theory identifies stress as driving the pressure
stimulus approach based on strain identified environment as a factor that causes a stress reaction
in one person.
These theories explain the stress as the chaotic environment see the stress aspects
which increase in their ideology and biology to a possible extent where peace and live demands
upon the provided stimulation by the environment or by imposing stress on him/her (; Lazarus &
Folkman, 1984 Cox, 1978) .We see this approach focuses on the environment. An event or
"source of distress as a set of conditions - such as having a high stress job," or see the cause of
the people. We stress that the events or circumstances referred to by creating feelings of stress, is
the news as threatening or harmful. Researchers, who studied the effects of a wide range of
stress, said that the following key events such as loss of a loved one or a job cause stress.
2.2 Teacher's Stress

Teaching profession is considered to be a stressful profession days (Jarvis, 2002).

It is evident fact that all the stakeholders have put a very crucial responsibility on the shoulders
of the teachers as considering them the entity who have to shape the students in such a way that
they would be able to deal with the new challenges of the modern world. Therefore, teachers can
be considered as much stressed people. In this way teachers" stress one can elaborate as the
exposure which a teacher gets, from unlikable and negative sort of emotions like; frustration,
anger, depression, anxiety, and nervousness can be consequential from perspective of the
assigned activity/job (Kyriacou, 2000). Introduction of so many innovations into school life.
such as the national curriculum, more detailed and time consuming methods of assessment, more
administration and committee meetings within the school, fewer sanctions which teachers can
apply for misbehavior, changing attitudes of children to school work have conspired to increase
the tension in teaching (Child, 2004).
 Teacher stress has been recognized as a widespread problem in different
educational settings (e.g. Boyle, Borg. Falzon, & Baglioni, 1995; Dick & Wagner. 2001;
Kyriacou, 2001). The teachers are at risk for higher levels of psychological distress and lower
levels of job satisfaction (Travers & Cooper, 1996; Schonfield, 1990). Borg (1990) also reported
that up to one third of teachers believe that their occupation is highly stressful. In the modern era
when the problem of teacher stress has been recognized, it is need of the hour to search the
dimensions of this problem in Pakistan, where teachers are not enjoying their status as
professionals. Nowadays, teachers have heavier responsibilities than before. In the educational
field innovation have created a new role for teachers. Teachers are no longer considered as the
mere transferors of knowledge, but as individuals who are required to communicate and engage
with students more than before and to care for their inner worlds (Amold 1999).

Kyriacou (1997), states that national education systems due to variations, there
may be observed differences in teacher stress (30: Ibid) sees that even the main source of a
complex problem in job satisfaction, additional duties in a significant area of bar may increase in
the context of the need to create more pressure, and I feel job satisfaction "(30: Ibid.) the tensions
of individuals concerned and error both of these effects (Behere et al. 2011; Burnard et al. 2007).
As a beneficial effect, the stress is able to compel us towards success (. Behereet al 2011). Selye
(1976) found its impact as a harmful effect called 'eustress', and the literature suggests that the
negative effects that stress can be divided into three groups: physical manifestations such as
headaches and infections; psychological such as anger, little respect manifestations of self and
anxiety, and weight loss, smoking and drinking behavior manifestations, such as cited by
(Arnold & Boggs 2006). Roney and Cohon, (2001) called these stresses as emotional stresses,
these stresses include; time stress, the pressure of something before a certain time, anticipatory
stress, worry and dread about independing events, situational stress, fear of finding one's self in a
situation posing threat, loss of control or loss of status in the eyes of others. In fact the United
Nations has labeled occupational stress "The 20 century disease" (Krohe, 2001). The wealth of
research published on teacher stress has indicated that it is the number one health problem
amongst the teachers (Fimian &Fastenau, 1990). In the present study we have followed Fimian
teacher stress model (Fimian, 1984). This model explain the teacher stress in a ten factor theory,
five factors purees of work stress and five factors explain the manifestations of stress these ten
factors comprise stress in teachers. According to Fimian (1984) the occupational stress
experienced by teachers is actually a multiple factor construct and these factors are significantly
related to one another.

2.3 Stress of Work place

In both literature and common usage of the term "work stress" it is apparent that
certain things cause stress and that this stress when it does occur, because evident in terms of any
number of physiological, behavioral and other types of "symptoms". It should probably be easy
to locate one array of events that act as source of stress and another of events that act as
manifestations of stress. Moreover the teacher stress is concerned with a number of work job and
organizational variables in terms of both predicted directions and magnitudes (Fimian, 1982).

Stress is dreadful as well as beneficial part of everyday life. Some sources of

tension stress are targets meeting, of money and care for others. From these stressors physical as
well as mental health of someone is sour to be damaged. These stressors motivate people to live
actively and productively (Rowney and Cahoon, 2001). This pressure is induced to actively
encourage and productively for its people (Rowney and Cahoon, 2001). No doubt a little
stressful job is always one. Nowadays the workplace has become increasingly stressful over the
last twenty years. Health and Safety Executive (HSE, 1995) defined it as when the work-related
stress demands or response people need those tasks, duties or other types of connected pressure
with their jobs the pressure is generated, but the hard, stress or worry can do health problems.
Work-place stress is the result of the interaction between a person and environment. Stressors are
the events or circumstances that lead to the feeling that physical or psychology demands are
about to exceed his or her ability to cope. Stress can be of several types Stressors can be inherent
in the job because of factors that make occupation what it is--for example, the mixture of
pressures in police work may be with the shift work, the threat of violence and sometimes
dealing with emotionally repugnant material.
This may include the physical factors that affect the body's balance, as well as
physical factors (excessive heat, noise, cold, etc.). Stress can cope with such unrealistic deadlines
can be generated out of work demands the need and the difficulty arising out of the health status,
relationships, capacity personal factors like conditions etc. Occupationally related stressors tend
to vary from job to job and organization to organization. These stressors can be easily divided
into three classifications. The first classification contains stressors that are common to a wide
variety of jobs. This group includes issues regarding customer demands, time constraints and
ineffective training. The second classification contain the stressors that are common to a wide
variety of organizations. In this type of group issues are related to absence of support from
organizational experts, non-competitive wage structures, poor job description and ineffective
motivational strategies. The third classification contains issues related to inter departmental
activities within an organization. In this group problems such as poor cooperation, organizational
politics etc. Occupationally related stressors also tend to solve as changes occur in organizational
environments, organizational staffing and job tasks. (Skchaubroeck& Ganter, 1991).

2.4 Theories of Stress

Stress has been viewed in three ways, stimulus, response and process. The first
way, stimulus refers to stress which can originate from three sources, catastrophic events such as
earth quakes, major life events.
He feels physically strenuous physical arousals, stomach tight and start to sweat
when the mouth gets dry. Psychological component of behavior, emotions and thought patterns
is a sense of panic. Third way, which is based on following a series of reactions to stress and
adjustment between man and environment i.e. their interaction and the adjustment of the
transaction. Stress effects of a stressor by the person that behavioral, cognitive and emotional
strategies (Coyne, 1990). Stress is seen as a processing agent that can influence an individual.
Usually stress the ideas of the three categories, based catalyst, is response oriented and
distributed transactional theories. Trigger-based approach focuses on aspects of the environment
caused by a reaction to a person exposed to stimuli. Based on the theory, that stress is a response
focused on reactions to stressful stimuli.
Interactional theories accentuate the organism as the main intermediary between
the atmosphere trigger mechanism features. This is a process that adds an important dimension
that involves not only the stressor as stress and strains of the human environment (Lazarus,
1984). Industry experts are the main causes of social division of labor, industrial relations and
politics in the interest of institutional power structures conflict occupational disease and stress
(Patterson, 1994).
Occupational stress is a systemic transactional must state that in which the
approach advocated organizing ideas, this situation is the personality that is damaged or rational
context unrelated to the environmental conditions of these negative other.
The event is a basic need unique solutions, ranging from the - from - it has to be
resolved with the Special Cases. The principle of the social system has been developed several
theories of occupational stress (Bacharach, 1991).
Strong force that may show signs of stress in response to a theory that the stress
exerted on a structure as dynamic equilibrium theory. Wearing Heart (1993) suggested that
dynamic equilibrium theory. According to this view, the stress of a demanding, approach or is
not defined as a process, rejection that arises occurs as the balance condition. People may
respond to positive and negative impact on the environment (Diner, 1985).
Hart and Waring's (1994) argued stable personality characteristics and dynamic
personality characteristics psychological distress and well-being often professional stress cope
with change are used interchangeably in the literature. although levels and working hard together
the interplay between experience and account. This approach has been noted that the more
psychological distress and moral dimensions as separate and independent features work life
partner. That is, positive experiences and negative moral impact on work experiences impact on
psychological distress. This suggests that it could be improved by increasing the negative
experiences of ethical work.

2.5 Models of Teachers' Stress

Theories of stress proposed a number of different models while explaining

occupational stress. The important stress models are as under.

2.5.1 Demand Control

Demand control model (Karask, 1979) is related to the combined effects of job
demands and job control over the welfare of workers. Work load demands, job hazards, role
conflict, are divided into physical and emotional demands.
Administrative control refers to the results of control, mastery of discretion,
monitor, judge, and the complexity of the demand and control dimensions of ideological control.
Jobs, high pressure jobs, jobs, active, passive jobs are classified into four categories
(Landsbergis, 1992). General psychological distress reduce / control combinations in high
demand (Karasek, 1990). The control sense can also be connected to the control and self-
awareness (Frone, 1989) the locus of personality factors; (Kivimaki, 1995). Hall (1993), supports
component-wide model to include a co-worker and supervisor social support. Social support has
positive effects on well- being and psychological distress (Karasek, 1990) on occupational stress
buffer effect.

2.5.2 Functional Communication

This model was given by Toohy in 1995. In this model Toohey (1995) stated that
safe dissatisfaction is sick behavior at work and pain is assessed as acceptable ways to
communicate can be expressed through it. How attached claims compensation for any discomfort
expressed particular both mental illness and general workers in this way in the context of a work
the social stigma either safe or as is acceptable is certainly controversial.

2.5.3 Stress Coping Strain

The deal models to cope with stress and Osipow Spokane. A key feature of this
model gives a lot of power for the first model. This model thus job stress, work with the
resources available to deal with the effects of concentrated stress and tension are three separate
but related domains. This model is observed in any occupation worker may take on a variety of
social roles, which can cause stress (Osipow, 1983).

2.5.4 Beehr and Newman's Facet

Beehr and Newman (1978) can be broken down into a number of aspects of the
study of variable types that represent the proposed occupational stress. The first aspect refers to
the demographic characteristics and personality that stable to bring with them at work like
personal aspect employees. The second aspect is the work environment like the work and the
collaborative nature of the employment relationship. The third aspect is the process that refers to
the interaction between the characteristics of the situation. This is a point where a person
perceives stress or harm to the environment. The final aspect of the stressor in the environment
aspect is shown to the thought process.

2.5.5 The Person Environment Fit

Person environment fit model perceived human behavior as a function of an

interaction between characteristics and environment. This theory postulate stressful when there is
lake of fit between the person and his work environment. Also it stated that there is strain when
the degree of fit between person and job environment is experienced. The person environment fit
model explores two types of interaction or degree of fit first is the relationship between outcomes
provided by the job, needs, motives and preferences of the individual. Second is the relationship
between the demands and requirements of job skill and abilities of workers (Ganster, 1991). This
model states that interactions are directed at measuring fit prior to vocational placement or
measuring discrepancy in the identification of occupational stress ctiology.

2.6 Causes of Stress

Sely (1976) defines stressors as the agents or demands that evoke patterned
response. Feelings, love, hate, joy, anger, challenge, with the change of the stress syndrome
thinking with fear as the phone features. Researchers considers an increasing number of events
and conditions to be stressors. Most of the efforts are in still in qualitative domain. According to
Lazarus & Launir (1978) formulation and cognitive appraisal of stressors play a major role in the
transaction between the person and the potentially stressful environment. Quick (1984) the work-
related stress factors. These are the demands of the job, doing boring repetitive work, having too
little to do, having too much to do in too little time, responsibilities, feeling confused about how
everyone fits in, having responsibility for looking after other, poor relationship with others,
balancing work and home, inflexible work schedules, working condition and management
attitudes. In an organization many factors lead to stress that can be from person's external
environment apart from the organization. Some occupations have characteristics that make them
more stressful that other.

2.7 Effects of stress on Psychological Functioning

Every day we encounter with stress and most of stress comes and goes without
leaving any enduring imprints, but when stress is severe and pile up the demands then one's
psychological functioning may affected. Effects of stress can include hard concentrating,
difficulty in decision making, being short tempered, feeling tired most of the time, sleeping
badly, use of drugs, feeling that one achieved nothing at the end of the day. If stress is prolonged,
it can lead to poor mental health, heart diseases, high blood pressure, back pain, gastrointestinal
problem and various minor illness (French & Caplan, 1982).

2.8 Effects of Stress on Physical Health

In stress, autonomic arousal plays a key role in the development of psychosomatic

diseases; these are physical ailments with genuine organic basis that are caused by psychological
factors. Job stress can lead to an increased risk for a heart attack from smoking, obesity and lack
of exercise, including. In addition to the increased risk is directly in conflict Stress has been
associated with the risk of many other diseases, ranging from common cold to chronic pain of
some type of cancer (Friedman, 1974).

2.9 Prevalence of Teacher Stress

During the last 25 years there has been increasing professional and public interest
in issues related to occupational stress and health. The suspects, especially in wellness education,
health and interest, began to focus on those employed within the service. Teachers have been
popular target for such research (Dunham's, 1984).
Over recent years, the problem of teacher stress has received increasing recognition (Borg,
1990). The wealth of research published on teacher stress over the last 20 years, has indicated
that most teachers experience some stress from time to time, and that some teachers experience a
great deal of stress fairly frequently (Boyle, 1995; Cooper, 1996). Kyriacou (1978) or it is very
stressful teachers considered their work as a result of extreme pressure derivative. The results of
these four studies showed that it was related to the tradition of biographical characteristics of the
surface tension and teachers. Winkinson (1988) study suggested that teaching is a profession
where practitioners are subjected to high incidence of potentially stressful situations. Nattrass
(1991) defines teacher stress as the number one health problem. In several surveys results have
revealed that up to one third of teachers regard teaching as highly stressful (Solman, 1989;
Spooner, 1994). Also numerous studies have been reported that have been looked at particular
subgroups of teachers: primary and secondary school teachers (Chaplain, 1995; new qualified
teachers, head teachers (Cooper, 1993; Friedman, 2000) all show higher level of stress in
teachers. One using a variety of measures (behavioral, physiological, behavioral, and medical)
high-stress professions of teaching that compare teachers with other professional occupations
indicate Sciences (Health Education Authority, 1988). All the above studies show that teacher
stress experts undoubtedly has become an area of great interest to academics and researchers.
However, it is recognized that a number of factors make the hard work of good teachers that
pressure. There is no widely accepted objective measure of stress, because the goal is made all
the shortcomings and limitations of the target, have been using a variety of measures is difficult
to evaluate teacher stress limit.

2.10 Perspectives on Teacher Stress

The problem of teacher stress is a serious one, and it is evidently important to

view it from a multivariate perspective. Cox (1978) defined stress in term of (1) the external
environmental stimulus characteristics, (2) individual's emotional states, (3) an interaction
variable emphasizing the relationship between individuals and their environment. In line with
Bechr, Newman and cox's three perspectives of occupational stress, Dunham (1984) identified
three major approaches understanding the nature of stress in teaching. The first model
'engineering model' of stress based on the stimulus oriented theories of stress, looks at the
pressures exerted on teachers in the schools. This model offers the stress placed on the load
exceeds the limits of the individual's ability to control or demand. This model presents stress as
the load or demand placed upon which exceeds the limits of individual's capacity to adopt it.

The second "physiological" model of stress based on the response oriented

theories of stress focuses on the teacher reaction and copying resources which teachers use in
their attempts to cope with stress. The third "interactional/ transactional model" conceptualizes
stress as the product of a complete transaction between individual needs/ resources and
environmental demands and constrains this model is based on the interactional theories of stress.
This model perceives stress as interactive and situational. It recognizes that on the hand teaching
as profession and some schools in particular may exert pressures on teacher, while on the other
hand individual teachers react in different ways and bring a variety of adaptive resources to help
them to cope with those pressures.
Keeping in view that the phenomenon of teacher stress, we can conclude that
engineering and physiological model are insufficient, because no single factor environmental can
case the stress in teacher, Teacher stress is a negative se to the pressure exerted by multiple
factors. These factors can be physical or optional behave. The teacher stress is mediated by
scientific evaluation and cteristics of the coping mechanisms of stress non-operating (life events
related to the combine effects of the possible consequences of teacher stress) as well as stress.

We can conclude that teacher stress is an interactional phenomenon. There is

single factor that may explain teacher stress. While defining this term, we have to estate all
aspects and dimensions of teacher i.e. individual as well as organization.

2.11 Attitude

Attitude is one of the main indicator of behavior when we checking the one's
behavior. Our social perception and behaves both are affected by amitade. Amitade forms one's
thoughts, feelings and behavior about a psychological object (Kagicbasi 1000) Attitude is a
statement either positive or negative. Amtade explains how a person feels about something
(Robbins 1994) Opinion beliefs and values are influenced on attitude. Attitude and opinion both
look similar to each other but they are different in measurement technique and generalization.
Opinion shows one's personal reaction against a certain event while attitude shows one's personal
behavior against a different events. When a person wishes to express his knowledge, he express
it by its behavior and attitudes (Eren, 2000).

2.12 Teacher's Attitude

In the teaching profession attitude is an important variable because it can

seriously influence the effective manifestation of knowledge and skills appropriate to teaching
profession. In other words, we believe that lacking a positive attitude towards teaching
profession, knowledge and skills, even if they are formed at a very high level, they will not
express coherence. Otherwise, the definitions of many authors (Parry, 1996, Mirabile, 1997,
Dooley, et al., 2004 Bocou, 2008; Potolea & Toma, 2010) converge to consider competence as a
whole not only of knowledge and skills but also integrating attitudes which selected, interacted
and used properly, allow the successful achievement of tasks in professional and social contexts
(Andronache, 2013). Furthermore, we consider important to point out that if future teachers have
a positive attitude towards their profession, they may more easily develop their future students'
intrinsic motivation for learning, they will be able to establish a more efficient communication
with them and they will be more involved in the diversification and personalization of learning
situations.

2.13 Previous Studies about Teacher Stress on gender basis

Several studies of teachers' stress on the basis of gender were conducted. A study
by Jick &Mitz (1985) reveal that research under the demographic variable of gender has great
importance and interest. According to Fontana & Abouserie (1993) there is no significant
difference between male and female teachers' level of stress. Similarly some past studies carried
out in 1995, 2000, 2001 and 2005 point out a small difference of level of stress among male
teachers and their female counterparts. According to Milczarek et al., (2009) male teachers
experience a little bit more stress about (23%) than Females (20% ) . A recent study by Rubina,
Sadaf, & Mosood (2011) showed that the stress level can be better predicted with male and
female school teaches. It further conclude that teachers at male schools show more stress with
compare to female teachers, it means that there is a significant difference between male and
female teachers. The same result came out from the study by Sunbul & Sari (2002); Chaplin
(1995); Brown & Ralph (2002) further they reported that higher level stress in men were found
in teaching occupation.
Another study by Eris & Atanasoska (2011) found that female teachers has less
stress due to their flexible and soft personality than their male counterparts. Teachers' stress and
teachers' burnout was high in male teachers while the female teachers have spent all of their duty
time with easiness (Ravichandran & Rajandran, 2007; Bhadoria & Singh, 2010).

Vogale et al. (1997) reported that females show low level reaction in stressful
situations because of their nerviness while males experience high level of stress in the crucial
events. A socio-biologist Wilson (1997) argued that female teachers are lovely, caring and
faithful to every one having good interest in working place comfortably while their male
counterparts not show such characteristics. It was also said that females naturally have idea how
to survive in stressful situations on the other hand males have tough and hard idea toward life
(Goldberg, 1979). Chaplaine (1995) is of the view that it is interesting to know that on basis of
experience and qualification the females are dominated on men, so they have more satisfaction
about teaching than males. A study in Canada by macmillian (1999) reported that in secondary
schools about 2000 teachers were surveyed and result showed that female teachers are more
confident and satisfied with their important role of teaching as compared to their male
counterparts.
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Research Design

Research design is defined as organizing the collection and investigation of data

in such a situation that research purposes are relate to the economy". Research design is similar a
blue print of research to be conducted. It is related to about how data is gathered, assessed and
examined. According to (Saunders, 2011) there are three types of research design descriptive,
exploratory or explanatory. In this study Exploratory research design was implemented by the
researcher because the research was going to study the problem which was not clearly defined.

3.2 Population

The target population can be defined as the collection of objects of elements that comprises the
same properties or features which is required by the researcher. Here the population
encompassed Secondary schools of city Samundari, District Faisalabad Pakistan. Data was taken
from the teachers to check the effect of teachers stress on attitude toward the teaching at
secondary level and its' effect on students' academic performance and achievements at secondary
level
3.3 Sample & Sampling Technique

All male and female secondary schools teachers of tehsil Samundri District
Faisalabad were selected as a sample of the study.
Table 3.1

Sample of the teachers of secondary schools (Male & Female)

Male Female

Secondary schools teacher 50 50

The above table shows teachers of the sample in the study. Due to time and cost
constraint, it was hard to collect data from the whole population. So, sampling method is
important to gather data from the small set of population. In this study the sampling frame were
five male and five female public secondary schools of city Samundari, District Faisalabad,
Pakistan. The data will be collected from the teachers of selected schools. Two types of
probability kinds i.e. Probability sampling and Non- Probability sampling are commonly used
techniques. "In probability sampling, there is an equal chance of random selection of respondents
however in non-probability sampling no chance of selection". This study, there we stratified
random sampling used because it was very difficult to generate complete list of all schools and
teachers and of whole District, in very short time to use probability sampling. The sample size of
this study was 100 respondents in which 50 male teachers and 50 female teachers of Public
secondary Schools of tehsil Samundari District Faisalabad due to the easily availability of the
data.
3.4 Instrumentation

It was a quantitative study, so for obtaining results two questionnaire were used
one was teachers stress and the other was teachers attitude the questionnaire
used in this study are as follows.

Teachers Stress Questionnaire

To find out teachers stress level, questionnaire of teachers stress was used. In this
questionnaire six subscales were also used to find out teachers stress level both in male
 and female teachers. These subscales were Time Management, Work-Related Stressors,
Professional Distress, Discipline and Motivation, Professional Investment and Emotional
Manifestations. Thirty four questions were included in this questionnaire.

Teachers Attitude Questionnaire

To find out attitude of teachers of both male and female schools,a questionnaire of
teachers attitude was developed.

3.5 Validity and Reliability of Instruments

Cronbach alpha (reliability) of the both instruments was as follows.

Table3.2

Name of Scale Cronbach alpha No. of items

Teachers Stress Questionnaire 0.886 42

Teachers Attitude Questionnaire 0.969 10

3.6 Data Collection

Diverse types of techniques can be used by to collect data i.e. surveys, interviews,
observation, questionnaire and proxies. In this research, the study was use the secondary data to
check the effect of teachers stress on attitude toward teaching at secondary schools. The
important information was collected through questionnaire. To get the opinion of the teachers of
both male and female Public schools, a questionnaire was developed. Furthermore, data was
collected from different articles, Research papers, Specialized International Journals, internet and
from previous
studies.

3.7 Data Analysis

First of all the entire data was analyzed. Then it was correctly coded. SPSS software was used
for obtaining results. By using this software researcher analyzed the two variables. The next step
was to calculate the Frequency distribution, SD and mean. In this study data was collected from
both male and female schools of tehsil Samundari, so to find out difference of male and female
teacher's results t-test was used.
 CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

This chapter contains analysis and descriptions of the data. The intention of the
study was to find out the "effect of teachers stress on attitude towards teaching at secondary
level". The data was collected from male and female teachers of public schools of tehsil
Samundri, district Faisalabad of the province of Punjab. Data obtained through questionnaires
i.e. "Teachers Stress Questionnaire?, and "Attitude towards Teaching Scale" were analyzed by
using Statistical Package for Social Sciences (SPSS) version 21. The two questionnaires were
analyzed one by one and then interpreted in the light of the statistical results. Gender differences
were determined through t-test on teachers stress scale, then on Attitude towards teaching Finally
regression was used to investigate possible effect of the one variable on the other. The analysis
and interpretation of the data is given below.

Following tables show the descriptive statistics.

Table 4.1
Demographic Characteristics of respondents

Respondents N Percentage

Male 50 50%

Female 50 50%

Total 100 100%

Table 4.1 provides data representing the distribution of respondents by gender It shows that
male and female respondents, whose percentage is 50% and 50% respectively as a whole.
Table 4.2

Comparison of Male and Female Teachers on the basis of Teachers Stress.

Gender N Mean SD df t p

Male 50 46.43 15.574 98 -11.55 .000

Female 50 48.24 16.771

P<0.05

The above table reflects that t value (-11.55) with df (98) was significant at
p<0.05. It shows that female respondents (M=48.24, SD=16.771) have higher scores on teachers
stress than the male respondents (M=46.43, SD=15.575) which indicate that males and females
had significant difference regarding teachers stress scale.

Table 4.3

Comparison of male and Female teachers on attitude towards teaching.

Gender N Mean SD df t p

Male 50 47.43 16.574 98 4.988 .000

Female 50 49.24 18.771

P<0.05
The above table reflects that t value (4.988) with df (98) was significant at P<0.05. It shows that
females respondents (M=49.24, SD=16.574) have higher scores on attitude towards teaching
than the male respondents (M=47.43, SD=16.771) which indicate that males and females had
significant difference regarding “attitude towards teaching”
Table 4.4

Effect of teachers stress on attitude towards teaching at secondary level Gender basis.

Respondents N R

All 100 .366*

Male 50 .348*

Female 50 .390*

The effect of teachers stress and attitude towards teaching for all the respondents
was analyzed and a correlation coefficient of r- 366 (p>0.01) was measured. It shows that a
negative and significant effect between teachers stress and attitude towards teaching exists. For
male respondents a correlation coefficient of r 348 (p>0.01) and for female respondents r-.390
(p>0.01) was measured which shows that an opposite and significant effect exists between
teachers stress and attitude towards teaching.
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the study, describes findings on the basis of
data analysis; states conclusions drawn from the findings and discusses its
recommendations.

5.1 Summary

The major approach adopted to conduct the study was quantitative.. It was a
survey type study. The researcher's intentions regarding this research were to investigate the
effect of teachers' stress on attitude towards teaching at secondary level. Hence, the research
design was causal comparative in nature. The population of the study consisted of all male and
female teachers of secondary schools of Tehsil Samundri.

To collect the data from such a population. So, convenient sampling technique
was applied to draw the sample of Secondary level teachers from all public secondary schools
situated in the Tehsil Samundri. Teachers were selected from secondary public schools.

As according to the nature, being a survey type study questionnaire was

considered suitable research tool for the collection of data. Three questionnaires were used for
the data collection. One for teachers' stress second for teacher's attitude. For the all adopted
questionnaires, permission was taken from the concerned persons who developed or used the
questionnaires. The entire two questionnaires were necessary to collect data from selected
schools. The researcher himself visited the Tehsil Samundri Schools personally. In the male
schools the researcher personally met with teachers.
But at female schools, due to some reservations the researcher got help from other
teachers.
5.2 Findings

The findings of the study are presented keeping in view the order of objectives of
the study in two areas which are teachers stress, attitude towards teaching.

5.2.1 Teachers Stress

1. The mean score for the female respondents (M-48.24) have higher scores on
"Teachers Stress Questionnaire" than the male respondents (M-46.43).

2. Analysis shows that there is found significant difference regarding "Teachers

Stress Questionnaire Scale".

5.2.2 Attitude towards Teaching

1. The mean score of total attitude towards teaching for the female respondents
(M-49.25) have higher scores on attitude towards teaching than the male respondents
(M=47.43) Analysis shows that there is found significant difference in male and female
respondents regarding "teachers attitude".

5.2.3 Effect of teachers stress on attitude towards teaching at secondary

level.

A negative and significant relationship with correlation coefficient r = .366

(p>0.01) exists between teachers stress and attitude towards teaching for the entire sample.

1. The relationship between teachers stress and teachers attitude towards

teaching for male respondents was found negative and significant with a correlation
coefficient of r = 348 (p>0.01).
 2. The relationship between teachers stress and attitude towards teaching for
female respondents was also found negative and significant with a correlation coefficient
of r.390 (p>0.01).

5.3 Discussion

The main aim of the study was to find out the effect of teachers' stress on students'
academic self-efficacy and motivation towards leaning. In Pakistani culture and context, this
study was believed to explore the ideal results. So finding of the current study will add new
knowledge in the field of education. The findings regarding the effect of teachers' stress on
students' academic self-efficacy and motivation towards learning are given below;

5.3.1 Teachers' Stress

According to the data analysis, there was found no significant difference between
the stress level of male and female secondary level teachers. The conclusion was supported by
several studies. A study by Jick&Mitz (1985) revealed that research under the demographic
variable of gender has great importance and interest. According to Fontana & Abouserie (1993)
there is no significant difference between male and female teachers' level of stress. Similarly
some past studies carried out in 1995, 2000. 2001 and 2005 point out a small difference of level
of stress among male teachers and their female counterparts. According to Milczarek et al.,
(2009) male teachers experience a little bit more stress about (23%) than Females (20% ). A
recent study by Rubina, Sadaf, &Mosood (2011) showed that the stress level can be better
predicted with male and female school teaches. It further conclude that teachers at male schools
show more stress with compare to female teachers, it means that there is a significant difference
between male and female teachers. The same result came out from the study by Sunbul& Sari
(2002); Chaplin (1995); Brown & Ralph (2002) further they reported that higher level stress in
men were found in teaching occupation.
Another study by Eris & Atanasoska (2011) found that female teachers has less
stress due to their flexible and soft personality than their male counterparts. Teachers' stress and
teachers' burnout was high in male teachers while the female teachers have spent all of their duty
time with easiness (Ravichandran & Rajandran, 2007; Bhadoria
& Singh, 2010).

Vogale et al. (1997) reported that females show low level reaction in stressful
situations because of their nerviness while males experience high level of stress in the crucial
events. A socio-biologist Wilson (1997) argued that female teachers are lovely. caring and
faithful to everyone having good interest in working place comfortably while their male
counterparts not show such characteristics. It was also said that females naturally have idea how
to survive in stressful situations on the other hand males have tough and hard idea toward life
(Goldberg, 1979). Chaplainc (1995) is of the view that it is interesting to know that on basis of
experience and qualification the females are dominated on men, so they have more satisfaction
about teaching than males. A study in Canada by macmillian (1999) reported that in secondary
schools about 2000 teachers were surveyed and result showed that female teachers are more
confident and satisfied with their important role of teaching as compared to their male
counterparts.

5.3.2 Teachers' attitude

Attitudinal outcomes are correlated with factors of teachers stress. It proves that
teachers stress has strong impact on teacher's attitude.

1. Findings support that attitude towards teaching and teachers stress has negative
correlation with each other..
5.4 Conclusions
Following conclusions were drawn on the basis of findings:
 The male and female respondents reflected significant differences on teachers
stress scale..
 The mean score of female respondents reveals that they take less stress than
male respondents.
 It is evident from the findings that the male and female respondents showed
significant differences on attitude towards teaching.
  Female respondents showed more optimistic and positive attitude towards
teaching than male respondents.
 Effect of teacher's stress on attitude towards teaching at secondary level .
 The concepts of teacher's attitude and stress are closely related with each
other. As suggested by Lazarus in his cognitive model of stress, It isamong
various personal beliefs that are crucial when it comes to the evaluation of
environmental demands. In evaluating the external demands, they are
observed as "threat" or a "challenge." People having stress feel these demands
as threats while those having less stress consider as a challenge (Zahra, 2010).
 So it can be observed that there is a strong relationship between attitude and
stress. Different researchers have their vital point of views regarding these two
variables. (Windle & Windle, 1996). Most of the researchers have agreed on
the point of view that in stressful situations, attitude of teachers become
negative. The other aspect for this says that with the consisting increasing
levels of stress, in an individual, a healthy sense of attitude is gone with the
passing days. (Zautra & Reich, 1993). A number of researches reveal that
male teachers show less stress level as compared to female teachers (Schunk,
2002). The impact of teacher stress on attitude on the basis of gender has been
analyzed in the present study. For determining the difference between male
and female teachers with respect to teachers stress on attitude, sample t-test
was applied. The results of the study gave the clear idea regarding significant
connection between stress and attitude of teachers on the basis of gender.

5.5 Recommendations

1. Teachers' stress is a crucial issue which has great effect on their attitude. Teachers
should join professional organizations for recognition to reduce stress.
2. Teachers may also choose physical exercise to improve physical health and their
attitude as well as work related stress
3. Teachers should adjusting their time management strategies to overcome stress.
4. The school administrator should appreciate the school staff to creating a
pleasant environment favorable to teaching, learning process.
5. Government should revise the pay scales of teachers according to their
qualification.
6. Government should take measures to enhance job satisfaction for better outputs.
7. The higher authorities should less down the extra workload other than teaching
for better results.