CHAPTER 1

INTRODUCTION

1.1. INTRODUCTION

1.2. NEED AND SIGNIFICANCE OF THE STUDY

1.3. STATEMENT OF THE PROBLEM

1.4. OPERATIONAL DEFINITION OF KEY TERMS

1.5. OBJECTIVES OF THE STUDY

1.6. HYPOTHESES OF THE STUDY

1.7. METHODOLOGY IN BRIEF

1.8. SCOPE OF THE STUDY

1.9. LIMITATIONS AND DELIMITATIONS OF THE STUDY

1.10.ORGANIZATION OF THE RESEARCH REPORT

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 CHAPTER 1
INTRODUCTION
1.1. INTRODUCTION
"What the teacher is, is more important than what he teaches." - Karl A. Menninger

Education is one of the most powerful tools for personal, social, and economic development. It
shapes individuals, strengthens communities, and drives national progress. From the earliest
stages of childhood to higher education and beyond, learning provides the foundation for a
fulfilling life and a prosperous society. At its core, education enables individuals to acquire
knowledge, develop critical thinking skills, and cultivate creativity. It empowers people to
understand and navigate the world around them, fostering problem-solving abilities and
encouraging innovation. By broadening horizons, education helps people make informed
decisions and adapt to a rapidly changing world.

The importance of education extends beyond individual growth. It is a catalyst for societal
advancement. An educated population contributes to a stable, inclusive, and democratic society.
Through education, people learn to appreciate diversity, promote equality, and challenge
injustices. It bridges gaps between cultures and strengthens global understanding. Economically,
education plays a vital role in reducing poverty and driving development. A well-educated
workforce enhances productivity, sparks entrepreneurship, and attracts investment. It creates
opportunities for upward mobility, breaking cycles of poverty and inequality. Nations with
robust educational systems often experience greater innovation, competitiveness, and resilience
in the global economy.

However, ensuring access to quality education for all remains a global challenge. Barriers like
poverty, gender inequality, and inadequate infrastructure must be addressed to create inclusive
and equitable education systems. In conclusion, education is the cornerstone of human progress.
Its value transcends personal achievements, driving societal transformation and building a better
future for all. Investing in education is an investment in humanity’s collective potential.

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 Research is a systematic process of investigating, exploring, and analyzing information
to discover new knowledge, solve problems, or validate existing theories. It involves careful
planning, observation, data collection, and analysis to answer specific questions or address
particular issues. Educational research is the systematic investigation of teaching, learning, and
educational systems to improve practices, policies, and outcomes. It involves gathering and
analyzing data to understand how students learn, the effectiveness of teaching methods, the role
of curriculum, and the impact of educational environments. This research can address various
aspects, including teacher’s and student’s behavior, instructional strategies, technology
integration, and educational equity. By exploring these areas, researchers aim to develop
evidence-based solutions that enhance learning experiences and promote academic success.

Educational research uses qualitative methods (e.g., interviews, observations) and

quantitative methods (e.g., surveys, statistical analysis). It plays a critical role in shaping
educational policies, informing teacher training programs, and guiding curriculum development.
Ultimately, educational research contributes to building more effective and inclusive educational
systems. It empowers educators and policymakers to make informed decisions that benefit
learners and society as a whole.

A survey is a research method used to gather information, opinions, or feedback from a

group of people, known as respondents. It is commonly conducted through questionnaires,
interviews, or online forms, allowing individuals to share their perspectives on specific topics. It
is a quantitative research method which are systematic approaches to investigating phenomena
using numerical data and statistical techniques.

These methods focus on measuring and analysing variables to identify patterns, relationships,
and trends. These methods ensure consistency and objectivity in data collection, allowing for
reliable comparisons and conclusions. The goal is to generalize findings from a sample to a
larger population. Surveys are widely used in fields like business, education, health, and social
sciences to collect data for analysis.

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 The information gathered helps organizations, researchers, or decision-makers
understand trends, assess needs, or evaluate programs. Surveys can be quantitative, focusing on
numerical data, or qualitative, capturing descriptive insights. Effective surveys are well-
designed, ensuring clarity, relevance, and unbiased responses for accurate and actionable results.

Stress can be defined as the psychological and physical state that results when the
resources of the individual are not sufficient to cope with the demands and pressures of the
situation. Olson et al (1989) defined stress as “a state of tension that arises from an actual or
perceived demand that calls for an adjustment or adaptive behavior”. The World Health
Organization defines occupational stress as, “a pattern of reactions that occur when workers are
presented with work demands not matched to their knowledge, skills or abilities and which
challenges their ability to cope.

According to Kyriacou (2000), teachers’ stress can be defined as “the experience by a

teacher of unpleasant negative emotions such as anger, frustration, anxiety, depression and
nervousness, resulting from some aspect of their work”. Few prime reasons for teachers’ stress
were excessive workload and long teaching hours, role ambiguity, poor working conditions,
overcrowded classes, uncongenial working environment, scarcity of resources, conflicting peer
relations, frequently changing curriculum, assessment and evaluation strategies, accountability,
lack of job security, lack of public esteem, meager salaries, indifferent students’ and parents’
behaviors, professional development, fatigue, frustration, stagnation, boredom, loss of
motivation or enthusiasm, limited support from the government, inadequate training, lack of
information on contemporary educational issues, excessive demands from administration and
difficulty in interacting with parents etc. Former studies have identified that stress has alarming
negative effects on psychological, physical and behavioral responses of the teachers. Teachers’
stresses negatively affect not only their own health but also that of the students.

It is often said that teachers are the backbone of any society as they guide and help the
future generations in realizing their full potential. All children have the potential to become
future leaders, and it is the responsibility of the teachers to make the children ready for their

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future. Children carry what they learn and experience in their formative years throughout their
lives and hence teachers play a very important role in shaping their views and attitude towards
life. As Dr.A.P.J. Abdul Kalam mentioned, no profession in the world is more important to
society than that of a teacher. Hence, it is very important for society in general and the school
authorities (Management and Parent Teacher Associations) in particular to ensure the wellbeing
and job satisfaction of the teachers.

In India, more than half of the teachers work in non-government schools at the
primary level. India has more than 500 thousand ‘Para teachers’ working on a contractual basis
and get half to one fifth of regular teachers’ salary. In India, in most states including Kerala,
teachers engage in lot of non-teaching activities adding onto stress. Kerala lags behind in
technical education and research. At the higher-level institutions offering new courses crop up
while the old ones whither according to whims of the market. There is a dire need to know the
level of stress the teachers are experiencing in order to enable them to have effective stress
management. This research was planned to study the prevalence of stress among teachers at high
school and the associated factors.

The role of high school teachers is one that carries immense responsibility, as they are
not only educators but also mentors and caregivers to young individuals in a critical phase of
their lives. In Kerala, a state known for its high literacy rates and progressive educational
policies, teachers are regarded as pivotal figures in shaping the future of students. However,
despite the prestige and societal value placed on teaching, the profession is increasingly marked
by stress and burnout. Job-related stress among high school teachers in Kerala has become a
significant issue, affecting their well-being, job performance, and overall quality of life.

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Kerala has made remarkable strides in promoting education and has received widespread
recognition for its effective and inclusive educational system. The Kerala government has
implemented several policies aimed at improving educational outcomes, such as the introduction
of innovative teaching methods, digital learning initiatives, and regular teacher training
programs. Despite these advancements, teachers in Kerala, especially in high schools, continue
to face considerable challenges that lead to significant stress.

High school teachers in Kerala often teach a wide range of subjects, manage large
classrooms, and are expected to meet high academic standards. They are under constant pressure
to ensure that students perform well in board examinations, which are critical to their academic
and career progression. The added pressures of administrative duties, such as maintaining
records, preparing lesson plans, and participating in extracurricular activities, contribute to an
overwhelming workload. For many teachers, this workload becomes a primary source of stress.

Job-related stress is a common phenomenon across various professions, but it

manifests in unique ways within the teaching profession. The nature of teaching—characterized
by long working hours, the need for constant engagement with students, and the responsibility
for their academic and emotional well-being—makes teachers particularly vulnerable to stress.
The emotional demands of the job, such as dealing with students' diverse needs, managing
classroom discipline, and navigating interactions with parents and school authorities, can be
exhausting.

In Kerala, where teachers are often expected to be not only instructors but also role
models, counselors, and community figures, this pressure can lead to chronic stress. While the
state government has made strides in addressing some of the issues faced by teachers, such as
introducing a comprehensive teacher welfare program, the problem of stress remains largely
unaddressed at the grassroots level.

The consequences of job-related stress are far-reaching, affecting both teachers and
students. Chronic stress can lead to burnout, which can manifest as emotional exhaustion,
reduced performance, and a sense of detachment from work. Teachers suffering from burnout

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may experience a decline in the quality of their teaching, which ultimately affects students'
academic performance. The long-term effects of stress can also lead to physical and mental
health issues, such as insomnia, anxiety, depression, and hypertension.

Furthermore, the stress experienced by teachers can have a cascading effect on the
entire school environment. Teachers may struggle to create a positive learning atmosphere,
which in turn can affect student morale and engagement. When teachers are overwhelmed by
stress, they are less likely to foster the nurturing and supportive environment that students need
to thrive academically and emotionally. This stress is not only detrimental to the individual
teachers but also has broader implications for the educational system, as it can directly impact
the quality of education delivered to students. The factors contributing to job-related stress
among teachers are multifaceted, ranging from high academic expectations, heavy workloads,
and administrative pressures to social challenges such as student behavior, parental expectations,
and societal perceptions of the teaching profession.

Given the impact of job-related stress on teachers' health and the overall quality of
education, it is essential to address the issue at multiple levels. The Kerala government, along
with educational institutions and teacher unions, must work together to create a comprehensive
support system for teachers. This could include initiatives such as regular stress management
workshops, better work-life balance policies, reduced administrative burdens, and counseling
services for teachers.

Additionally, creating a more supportive and understanding school culture, where

teachers feel empowered to express their concerns and seek help, is crucial. Teachers should be
given the tools and resources they need to manage stress effectively, including professional
development programs that focus on coping mechanisms, communication skills, and emotional
intelligence.

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1.2. NEED AND SIGNIFICANCE OF THE STUDY

The study of occupational stress among teachers is crucial for identifying the factors
contributing to stress and designing targeted interventions. Understanding stress triggers, such as
workload, lack of support, and student discipline issues, can help develop effective stress
management strategies. For instance, professional development programs focusing on time
management, mental health support, and coping mechanisms can enhance teachers' resilience.

Moreover, such research informs policymakers and educational leaders about the need
for systemic changes. This could include reducing administrative burdens, improving teacher-
student ratios, and providing access to counseling services. By addressing the root causes of
occupational stress, stakeholders can foster a healthier, more supportive environment for
teachers, enhancing their well-being and performance.

In conclusion, the study of occupational stress among teachers is vital to ensure their
mental and emotional health. Given their pivotal role in education, supporting teachers is an
investment in the overall quality of education, benefiting students, schools, and society as a
whole.

1.3. STATEMENT OF THE PROBLEM

The reputation of a school largely depends on the academic and extracurricular

achievements of the students in the school. Teachers play a vital role in the curricular and
extracurricular performance of the students and hence it is extremely important for the schools to
ensure their wellbeing. Occupational Stress among teachers has the potential to affect
performance and it is the responsibility of the School Management to address this problem and
take corrective action.

The present study is an attempt to evaluate the factors influencing the occupational
stress levels among high school teachers and it is entitled “JOB RELATED STRESS AMONG
HIGH SCHOOL TEACHERS”.

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 1.4. OPERATIONAL DEFINITION OF KEY TERMS

Job-related stress

Job-related stress refers to the physical, emotional, and mental strain that an individual
experiences as a result of work-related factors.

(American Psychiatric Association)

In this study, Job-related means the stress experienced by the teachers involved in this survey.

High School teachers

In India, high school typically refers to the stage of education that includes classes 8, 9 and 10,
catering to students aged 13 to 16 years. High school teacher is an educator who teaches
students in grades 9–12, helping them develop academic, social, and critical thinking skills. They
also prepare students for higher education or the workforce.

(Cambridge dictionary)

1.5. OBJECTIVES OF THE STUDY

1. To assess the level of job stress among secondary school teachers.

2. To find out the difference in the job-related stress with respect to gender.

1.6 HYPOTHESIS OF THE STUDY

1. The level of job stress among secondary school teachers is average.
2. There is a difference in job related stress with respect to gender.
1.7. METHODOLOGY IN BRIEF
Method adopted :
The researcher adopted Survey method for the present study.
Tools and techniques:
Rating scale
Sample selected:

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 60 High School Teachers are selected as the sample of the study
Statistical techniques:
Mean, Standard Deviation and Correlation is selected for data analysis.

1.8. SCOPE OF THE STUDY

The present study entitled “JOB RELATED STRESS AMONG HIGH SCHOOL
TEACHERS” aims to evaluate the factors influencing the occupational stress levels among high
school teachers.

In the present scenario, teachers often face significant stress due to various work-
related factors. These factors in turn can negatively affect teachers' mental health, job satisfaction,
and overall well-being. Addressing these stressors is crucial to maintain a positive and effective
educational environment. The investigator hopes this study can inform education policy and lead
to changes that better support teachers and improve the education system as a whole.

1.9. LIMITATIONS AND DELIMITATIONS OF THE STUDY

As the questionnaires were filled in during school hours, some may not have been
forthright in their responses. It is likely that few weren’t candid about higher authorities.
Researcher participants’ interactions occurred during their meager break times, so it’s probable
that teachers rushed through the questionnaires. The data were primarily collected from teachers
in a specific school and hence the findings of the survey may not be generalized.

1. The study may only be representative of the specific schools and may not generalize to
other contexts.
2. The report lies on self-reported data from teachers which may be subject to biases and
social desirability setting.
3. The study focuses only on high school teachers may not capture the experiences and
perspectives of teachers in other educational settings.

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 4. The study’s measurement tools may not fully capture the complexity of job- related
stress.
5. The study may be limited by time constraints, which can impact the depth and breadth of
data collection and analysis.
DELIMITATIONS
1.The study focuses specifically on high school teachers and excludes other educational
professionals.
2. The study is limited to a specific geographic location(rural) and may not capture the
experiences and perspectives of teachers in other locations.
3. The study focuses on public high school and may not include other types of schools.
4. the study employs a quantitative research design and may not include other research
designs.
5. The study is limited to a specific time frame and may not capture the experiences and
perspectives of teachers over a longer period.

1.11. ORGANIZATION OF THE RESEARCH REPORT

The first chapter deals with introduction, need and significance, statement of the

problem, objectives, hypothesis, scope, limitations and delimitations of the study.

The second chapter analyzes the theoretical overview and review of related literature.

The third chapter deals with methodology including method adopted, tools and statistical

techniques used for the study.

The fourth chapter is the analysis and interpretation of the data, and the fifth chapter

includes the conclusion, major findings, recommendations and suggestions.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

2.2 THEORETICAL OVERVIEW

2.3 REVIEW OF RELATED LITERATURE

2.4 CONCLUSION

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

A review is an evaluation or assessment of a subject, product, service, or experience. It

involves analyzing its qualities, strengths, and weaknesses, often providing a judgment or
recommendation. The purpose of a review is to provide feedback and insights. It distills the
essence of a study, summarizing its objectives, methods, findings, and conclusions. They also
suggest new questions to explore or alternative approaches to consider.

A related review is a critical evaluation of literature, studies, or research that are closely
linked to a particular topic or field of interest. It serves as a foundation for understanding existing
knowledge and identifying gaps or trends relevant to the subject under investigation. A related
review is crucial for identifying research gaps—areas that have not been sufficiently explored or
require further investigation. By doing so, it helps shape the objectives and direction of new
research, ensuring its originality and relevance. Additionally, it provides a comparative analysis,
allowing researchers to evaluate how their work aligns or diverges from earlier studies.

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The below listed are the main purposes of review of related literature

 It provides a comprehensive understanding of the topic by summarizing existing knowledge,

theories, and findings.
 It pinpoints areas that have not been thoroughly explored, highlighting gaps or
inconsistencies in knowledge that the current research can address.
 It validates the need for the new study and positions it as a meaningful contribution to the
field.
 It ensures that the proposed research is not a repetition of prior work, promoting originality
and advancing the body of knowledge.
 It provides evidence from previous studies to substantiate the research questions, objectives,
or hypotheses, lending credibility to the study.
 It enables the researcher to evaluate different arguments critically, fostering analytical and
evaluative skills.
 It links the study to existing theories or concepts, providing a framework for interpretation
and analysis of findings.
 It avoids the repetition of the researches done.
 It broadens the researcher’s horizon of knowledge.

2.2 THEORETICAL OVERVIEW

Job Stress Theory examines how workplace demands and conditions contribute to
stress and its effects on employees' well-being and performance. It suggests that stress arises
when there is an imbalance between job demands and an individual's ability to cope or when
resources are insufficient to handle challenges. To identify stressors in the workplace, start by
conducting surveys, interviews, or focus groups to gather feedback from employees about their
challenges and pressures. Observing the work environment, workload distribution, and
interactions can also help pinpoint factors contributing to stress, such as excessive demands, lack
of control, or interpersonal conflicts. Once stressors are identified, design strategies to address
them by increasing job control, offering flexible work arrangements, and ensuring fair

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distribution of tasks. Providing regular breaks, promoting open communication, and offering
support through employee assistance programs can help reduce stress levels.

Additionally, fostering a positive organizational culture with recognition,

professional development opportunities, and a focus on work-life balance can contribute to a
healthier work environment. Regularly reviewing and adjusting these strategies ensures that the
workplace continues to evolve in response to employees' needs, minimizing stress and enhancing
productivity. In conclusion, our educational institutions must take adequate measures to identify
stressors and design strategies to promote healthier work environments. A number of
psychological theories at least partly explain the occurrence of occupational stress. The theories
include the demand-control-support model, the effort-reward imbalance model, the person-
environment fit model, job characteristics model, the diathesis stress model, and the job-demands
resources model.

The most prominent theory related to job-related stress is the Demand-Control Model (also
known as the Job Demand-Control model), which suggests that employees experiencing high job
demands with low levels of control over their work are most likely to experience significant
stress and strain; this model is often expanded to include social support as the "Demand-Control-
Support" model, where low levels of support further exacerbate stress in high demand/low
control situations. Transactional theories of work-related stress. The most commonly used
transactional theory suggests that stress is the direct product of a transaction between an
individual and their environment which may tax their resources and thus threaten their wellbeing
(Lazarus 1986, Lazarus and Folkman 1987).

2.3 REVIEW OF RELATED LITERATURE

The review of related literature is a crucial component of any research study,

serving to establish a solid foundation for the investigation. It involves a comprehensive

examination and synthesis of existing research, theories, and knowledge related to the topic

under study. The purpose of this review is not only to summarize the findings of previous studies

15
but also to critically analyze and interpret them in the context of the current research. By doing

so, the review identifies the key themes, trends, and gaps in the existing literature, helping to

frame the research questions and objectives. Through the review process, researchers are able to

understand the broader academic conversation surrounding their topic, learn from previous work,

and recognize areas where further exploration is needed. This review also offers the opportunity

to highlight contradictions or inconsistencies in the literature, allowing researchers to address

these issues in their work. By synthesizing different perspectives, the review ensures that the new

research is grounded in established knowledge while contributing novel insights to the field.

Ultimately, the review not only contextualizes the current research but also demonstrates its

relevance, originality, and potential impact on the academic community. Through this process,

researchers are better equipped to approach their study with a deep understanding of the existing

body of work, ensuring that their contributions are both informed and meaningful.

Mathew (2023) carried out research on ‘occupational stress and wellbeing among teachers’. The

study aimed to assess the relationship between occupational stress and wellbeing among

teachers. The study also assesses whether there are significant differences between occupational

stress and wellbeing among novice and experienced teachers. Pearson’s correlation coefficient

and independent sample t-test were used for statistical analysis of the data. The findings revealed

that there is no significant relationship between occupational stress and wellbeing. There was no

significant difference in occupational stress and wellbeing among novice and experienced

teachers.

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Christian, Hardik Jashubhai and Kagathra (2022) conducted research to find out the prevalence

of variables of the occupation stress among high school teachers using scale; To find out

association between the selected personal variables with different components of occupational

stress. The findings were demographic variables like age and gender had significant associations

with occupational stressors among the school teachers. The need for psychological

improvements among school teachers should be the area of focus including school health.

Mariyam (2022) conducted ‘A study on the impact of occupational stress on the performance of

teachers’. The purpose of this study is to analyze the impact of occupational stress on teaching

performance of the teachers. The study reveals that teachers do not sacrifice their performance

due to occupational stress. And stress management techniques helped them to reduce their stress.

The study also throws light on the fact that occupational stress is quite a personal matter and that

the perception of the situation enables one to cope with it effectively, being aware of the causes

of occupational stress and monitoring it properly.

Raj and Dabas (2022) conducted a study to estimate occupational stress among Higher

Secondary School Teachers in Kerala. This study aims to assess the levels of occupational stress

among higher secondary school teachers and demographic, academic characteristics and relevant

factors influencing it. Their studies revealed that the stress was linked to vast syllabus, time

constraint, outside interference, students’ behavior, poor infrastructure and favoritism from

authorities. Increased teaching experience and rising position in school were significantly

associated with stress. All higher secondary school teachers in Thalaserry block of Kannur,

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Kerala felt occupational stress. Majority (55%) had mild stress, 35% had endured moderate and

9% suffered severe stress.

Bodiwala and Chaithani (2020) carried out ‘A study of occupational stress among private and

government school teachers’. The aim of the present study was to evaluate the Occupational

Stress among School Teachers in relation to their gender and type of school. The findings result

that there was no significant difference between male and female school Teachers. A significant

difference was found between private and government school teachers. Private School Teachers

found higher occupational stress than government school teachers.

Kurian and Varghese (2020) conducted a study on ‘impact of occupational stress on the

performance of school teachers in the state of Kerala’. This research was conducted to

understand the influence of work-related stress on the performance of school teachers in the state

of Kerala. Data were collected from a sample of 308 teachers working in various Government,

Aided and Unaided schools, affiliated to the State Board or CBSE or ICSE. Teachers from Pre-

Primary, Primary and Secondary Sections were included in the survey. Survey was conducted

using questionnaires, seeking information on the socio educational background, job details,

opinion on the current organization, self-assessment of their personality, work ethics, expectation

on work life balance, compensation, job satisfaction, Student teacher relationship, teaching style

etc. The study reveals that stress has an adverse role on the performance of teachers. Researchers

believe that the study would help the authorities concerned, in understanding the working

conditions, job expectations and preferences of the teachers and the various factors that

contribute to their occupational stress and the impact of stress on their performance.

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Chandran (2018) studied on ’Occupational stress among tribal primary teachers of Shillong,

India’. The study shows that there is a global spread of teacher related stress, and it has affected

the well-being and keenness to work on this profession and when compared to other working

population teachers have high risk of psychological distress and lower levels of job satisfaction.

Occupational stress affects not only the individual but the organization as well. Using a

quantitative method this paper aims to identify the occupational stress levels among tribal

primary teachers in urban Shillong. Stress levels among primary teachers are in the moderate and

high levels. 75% reports moderate stress whereas 25% reports high stress. This shows that tribal

primary teachers in Shillong have occupational stress.

Dhar & Magotra, (2018) examined in their study that a variety of factors contribute to

workplace stress such as negative workload, isolation, extensive hours worked, toxic work

environments, lack of autonomy, difficult relationships among coworkers and management,

management hours, no pressure of work and no technicalities and rigors of bureaucratic

rules.

Saravanan and MuthuLakshmi (2017) conducted a study to find out the occupational stress

level of government and private higher secondary school teachers living in different

environmental situations. There is a meaningful difference in the stress level points of

government and private higher secondary teachers. Policy-makers are advised to analyze the

teacher training and assessment system with the assumption that personal and social

characteristics and working conditions may have an effect on teacher occupational stress.

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 Kataoka and Ozawa (2014) conducted a research on ‘Occupational stress and its related

factors among university teachers in Japan’. The purpose of this research was to

investigate occupational stress and its related factors among university teachers in Japan.

Questionnaire surveys were mailed to 924 university teachers in Japan with a response rate of

43.8%, N = 405. The General Health Questionnaire 28 (GHQ-28), Multidimensional Scale of

Perceived Social Support (MSPSS), short Japanese version of brief Coping Orientation to

Problems Experienced (COPE) and the Work Situation Questionnaires (WSQ) developed by

the authors were administered to participants. Results indicated that university teachers had

some mental health problems in relation to gender, professional position, conditions of taking

paid leave, job satisfaction, job control, social support, and coping skills. These findings

provide evidence that in order to improve the mental health of university, teachers need to

take their paid leave freely. It is important to keep high their job satisfaction levels, job

control levels, and social support. The results also indicated that ineffective coping styles

lead to poor mental health. In addition, the findings identified the necessity for support of

female teachers and younger lecturers, who had a greater tendency toward poor mental

health.

Murali and Gnanam (2014) conducted a study on ‘occupational stress of school teachers’. The

study revealed that teachers working in higher secondary schools undergo high level of

occupational stress than teachers handling primary and high school classes. School standards

have a significant impact on occupational stress of teachers. Teachers working under private

management, government- aided management and government management tend to show the

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same level of stress. These three categories of teachers do not show any significant difference in

demonstrating their stress level in their occupation. The results show that type of management of

school has no significant part to play in determining the occupational stress of teachers. Teaching

experience has a significant impact only on high school teachers. Results of this study show that

the lesser the years of experience more the occupational stress level among this category of

teachers.

Chaly and Anand (2014) evaluated the occupational stress among software professionals

and school teachers in Trivandrum. Out of 504 software professionals and 504 school

teachers, for 23% of software professionals and 85% of school teachers, stress was not a

problem in their life. 71% of software professionals and 15% of school teachers were in

moderate stress level. For 6% of software professionals stress was a problem in their life.

Antoniou, Ploumpi, Ntalla (2013) investigated the levels of occupational stress and

professional burnout of teachers of primary and secondary education. It also aims to

investigate the coping strategies that they adopt, and the relationship between them. The

findings showed that teachers of Primary Education experience higher levels of stress

compared to the teachers of Secondary Education. Female teachers experience more stress

and lower personal accomplishment than men. Rational coping behaviors are a resource

which help teachers overcome work-related stressors and burnout and achieve their valued

outcomes with students, while avoidance coping predicted high level of stress and burnout.

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Jeyaraj. (2013) carried out a study on ‘Occupational Stress among the Teachers of the Higher

Secondary Schools in Madurai District, Tamil Nadu’. The aim of the study is to determine the

Occupational Stress level of Government and Aided Higher Secondary School Teachers living in

different socio-cultural and economic situations. The scale used in the study has been developed

by researches. 185 Aided school teachers and 120 Government teachers have participated in the

present study. At the end of the study it was seen that Aided school teachers have more

occupational stress levels than Government school teachers. There is a meaningful difference in

the stress level points of Government and Aided Higher Secondary Teachers. Policy makers are

advised to analyze the teacher training and assessment system with the assumption that personal

and social characteristics and working conditions may have an effect on teacher occupational

stress. Results also showed that teachers who reported greater stress were less satisfied with

teaching, reported greater frequency of absences and a greater number of total days absent, were

more likely to leave teaching (career intention), and less likely to take up a teaching career again

(career commitment).

Tahira Kahttoon and Mariya Aftab, (2012) finding reveals that nearly half of the secondary

school teachers experience less stress towards their job and males displays more occupational

stress towards job than the females, moreover the trained graduate teachers are found to have

higher occupational stress than post graduate and untrained teachers. Teachers with an

experience of 610 years face occupational stress the most and 0-5 years the least

Dhrub Kumar and JM Deo, (2011) explored the different aspects of work life of college teachers

in general and to find out difference in perception of male and female as well as junior and senior

22
teachers with regard to their responses in particular. Findings revealed that junior college

teachers experienced significantly more stress on most of the dimensions of stress in comparison

to senior teachers. However, female teachers experienced more roles overload and inter-role

distance stress as compared to their male counterparts.

Rubina Hanif, Sadaf Tariq and Masood Nadeem (2011) conducted a study on ‘personal and job-

related predictors of teacher stress and job performance among school teachers’. The study was

conducted to find out the role of personal and job-related variables in teacher stress and job

performance of school teachers. The findings revealed that negative significant relationship

exists between teacher’s stress and job performance. The stepwise regression analysis revealed

school system, gender, job experience, number of family members, and number of students as

significant predictors of teacher stress and gender, school system, family members, job

experience and age as significant predictors of teachers’ job performance.

Siegrist (1990) developed a key framework ‘The Effort-Reward Imbalance (ERI) Model’, which

explains job stress through the imbalance between the efforts employees invest in their work and

the rewards they receive in return. According to the model, stress arises when employees

perceive a significant mismatch between the high efforts they exert (e.g., time, energy, and

emotional investment) and the rewards they receive (such as financial compensation,

recognition, or career advancement). This imbalance, especially when efforts outweigh rewards,

can lead to negative health outcomes, including burnout, cardiovascular diseases, and mental

health issues. The ERI model suggests that when employees invest high levels of effort without

adequate rewards, it creates a state of effort-reward imbalance, which increases the risk of stress

23
and related health problems. This imbalance is particularly harmful when coupled with

overcommitment, which amplifies the perception of unfairness and fuels the cycle of stress.

Fimian. (1984) conducted a study to identify the factors that are responsible for the health and

the psychological distress of the teaching personnel. The problem of mental health of the

teachers in general and the teachers of Physical and Sporting Education in particular remains a

worrying situation for the researchers. This study showed serious negative effects on the mental

health of Tunisian teachers due to several triggers of stress and tension at work. In addition, these

health troubles due to different working conditions were variable depending on age, seniority,

gender and also on marital status.

Dawis and Lofquist (1960) developed a key framework ‘The Person-Environment Fit (PE

Fit) Model’, which is a psychological theory that explains the relationship between an

individual and their work environment, focusing on how well the characteristics of a person

align with the demands and resources of the environment. The model posits that stress and

job dissatisfaction occur when there is a poor fit between the individual’s skills, values, and

needs, and the demands, rewards, and culture of the workplace. The degree of fit influences

not only job satisfaction and performance but also well-being and motivation. The model

suggests that when employees perceive a misalignment between themselves and their work

environment, it creates stress and dissatisfaction.

2.4 CONCLUSION

24
 The review of related literature on occupational stress among school teachers reveals

the multifaceted nature of stressors in the teaching profession. Key factors such as workload,

administrative demands, student behavior, and lack of support systems are consistently

highlighted as major contributors to stress. The review also emphasizes the detrimental impact of

prolonged occupational stress on teachers' mental health, job satisfaction, and overall

performance, as well as its ripple effects on the educational environment.

Despite the extensive body of research, gaps remain in understanding how individual

coping mechanisms, institutional interventions, and cultural contexts influence stress levels

among teachers. This review establishes the significance of the current study in addressing these

gaps, particularly by exploring innovative strategies for stress management and sustainable

solutions tailored to educational settings. The proposed study aims to fill these gaps by exploring

the specific sources of stress and examining the effectiveness of current coping strategies among

school teachers, providing valuable insights for future interventions and policy development.

25
 CHAPTER 3

METHOD OF THE STUDY

3.1 INTRODUCTION

3.2 METHOD USED FOR THE STUDY

3.3 POPULATION

3.4 SAMPLE USED FOR THE STUDY

3.5 TOOLS USED FOR THE STUDY

3.5.1 DESCRIPTION OF THE TOOL

26
 3.5.2 DEFINITION

3.5.3 QUALITIES OF A TOOL

3.6 PROCEDURE OF DATA COLLECTION

3.7 STATISTICAL TECHNIQUES

3.8 CONCLUSION

CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION

Methodology refers to the systematic, theoretical analysis of the methods applied to

a field of study. It outlines the principles, procedures, and techniques used to gather and analyze

data, guiding researchers in how to conduct their studies. The methodology section of a research

project provides the framework for the research, detailing the approach used to answer the

research questions or hypotheses. This section not only ensures that the research process is

transparent and reproducible but also helps establish the reliability and validity of the results.

The first critical step in methodology is defining the research design, which can be

categorized into different types such as qualitative, quantitative, or mixed-methods research. In

qualitative research, the focus is often on exploring phenomena, understanding experiences, or

27
uncovering meaning, with methods such as interviews, focus groups, and case studies.

Quantitative research, on the other hand, seeks to measure variables and test hypotheses using

statistical methods. The design could include experimental, quasi-experimental, or correlational

approaches, depending on the nature of the research.

Data collection is another fundamental part of methodology. This can involve a range of tools

and techniques such as surveys, interviews, observations, or archival research. The choice of data

collection method depends on the research design and the type of data needed to answer the

research question. In quantitative research, structured tools like questionnaires and tests are often

used, while in qualitative research, open-ended methods are more common.

Finally, data analysis techniques form an integral part of methodology. In quantitative research,

statistical tools and software are used to process and analyze numerical data, whereas qualitative

research involves thematic analysis, coding, and interpretation of non-numerical data. The

analysis methods chosen should align with the research questions and the nature of the data.

Overall, the methodology is essential in ensuring that the research is conducted systematically,

ethically, and in a manner that produces credible and reliable findings.

Research methodology refers to the approach, procedures, and techniques used to collect,

analyze, and interpret data in a research study. It provides a structured framework that guides

researchers in systematically investigating research questions or hypotheses. The methodology

ensures that the research process is transparent, replicable, and credible. There are two primary

types of research methodology: qualitative and quantitative. Qualitative research focuses on

exploring phenomena, understanding experiences, and generating insights through methods like

28
interviews, case studies, and focus groups. Quantitative research, on the other hand, aims to

quantify data and test hypotheses through structured methods such as surveys, experiments, and

statistical analysis.

This chapter provides information regarding the method that was used in undertaking this

research as well as a justification for the use of this method. It also describes the various stages

of the research, which includes the selection of participants, the data collection process and the

process of data analysis.

3.2 METHOD ADOPTED FOR THE STUDY

The present study requires the collection of data and processing of the same. Considering

the data required for the study, it was decided to adopt survey method for the present study. The

survey method is a widely used research technique that involves collecting data directly from

respondents through structured questionnaires, interviews, or online forms. This method is

particularly effective for gathering quantitative and qualitative information about attitudes,

behaviors, opinions, or characteristics of a specific population.

Surveys are versatile and can be tailored to suit a variety of research objectives. They are

commonly used in fields such as social sciences, marketing, healthcare, and education. Surveys

can be conducted in different formats, including face-to-face interviews, telephone surveys, mail-

in questionnaires, and online surveys. The choice of format depends on factors such as the target

audience, budget, and time constraints.

29
 A key strength of the survey method is its ability to collect data from a large sample,

enabling researchers to make generalizations about a broader population. Moreover, surveys are

cost-effective, especially when administered online, and can be conducted within a relatively

short time frame. They also allow for the use of standardized questions, ensuring consistency and

reliability in data collection.

However, the survey method has limitations. Responses may be influenced by factors

such as question wording, response bias, or the respondent's understanding of the questions.

Additionally, achieving a high response rate can be challenging, and non-response can introduce

bias. To mitigate these issues, researchers must carefully design surveys with clear, unbiased

questions and use appropriate sampling techniques to ensure representativeness.

In summary, the survey method is a powerful research tool for collecting data and gaining

insights into a population's characteristics or behaviors. By addressing its limitations through

meticulous planning and execution, researchers can obtain accurate and valuable results that

contribute to informed decision-making and knowledge advancement.

3.3 POPULATION

Primary purpose of a research is to study on a particular population to discover principles

that have universal application. A population is a group of individuals, persons, objects, or items

from which samples are taken for measurements. It is the sum total or the aggregate of all units

or cases that conform to some designated set of specification. The population is defined keeping

in mind the objectives of the study. It is mandatory on the investigator to clearly define the target

population. But to study whole population to arrive at generalization and conclusions on the

30
basis of careful observation of variables within a specific 24 period of time seems to be

impossible in many cases. In order to overcome this difficulty investigators often adopts

sampling in their researches.

3.4 SAMPLE USED FOR THE STUDY

The research is a systematic study to examine or investigate the issue or problem and to

find out the relevant information for solution. For studying, the data to be collected from the

respondents. It is not possible to collect data from every one of the population. For a research

purpose a part of the population is to be selected. Sampling is the process in which a

representative part off population is selected. This is called a sample. A sample in research is a

smaller group of individuals selected from a larger population to participate in a

study. Researchers use samples when it's not practical to study the entire population due to time,

cost, or other constraints. A sample is a subset of individuals from a larger population. Sampling

means selecting the group that you will actually collect data from in your research. For example,

if you are researching the opinions of students in your university, you could survey a sample of

100 students.

The sample of the present study considered is 60 high school teachers from Govt. HSS

Venjaramoodu, St. John’s HSS Nalanchira and Govt. HSS Mithrummala.

3.5 TOOLS USED FOR THE STUDY

Tools are the ways and means to conduct research. The conduct of the research could only

be justified through methods and techniques meant for it. The collected evidences are called data

and the tools for the same are called data collecting devices or tools. For the successful

31
completion of research, the selection of suitable and appropriate tool for the collection of new

and unknown data is a vital part of the study. To carry out any type of research, data must be

gathered to test the hypothesis. For the present study, the investigator prepared a rating scale to

check the stress levels among the school teachers.

 Rating scale:

A rating scale in a survey is a tool used to measure respondents' opinions, attitudes,

perceptions, or behaviors by assigning a value to their responses. It provides a structured way to

collect data that is easy to analyze quantitatively. Rating scales can vary in format, depending on

the type of information being collected.

Researchers use rating scales to quantify subjective data, making it measurable and

analyzable. These scales are easy for respondents to understand, enabling efficient data

collection. They standardize responses, facilitating comparisons across groups and time periods.

Rating scales are flexible, allowing researchers to measure various constructs like satisfaction,

frequency, or agreement. They also capture nuanced opinions better than binary choices.

Numerical data from scales supports statistical analysis, providing reliable insights for decision-

making. Widely accepted in multiple fields, rating scales are cost-effective, promote higher

response rates, and ensure consistency in results. Overall, they are a trusted tool for gathering

actionable, structured feedback.

Description of the tool

Rating scale used to measure job-related stress is a Likert-type scale with options ranging from

"Never" to "Always" or "Strongly Disagree" to "Strongly Agree," often with 5 points in between,

32
allowing individuals to indicate the frequency or intensity of their experience with various job

stressors like deadlines, workload, or interpersonal conflict.

Qualities of a tool

A good research tool should possess qualities like validity, reliability, usability, objectivity,

practicality, sensitivity, appropriateness, and comprehensiveness; essentially meaning it

accurately measures what it intends to measure, produces consistent results when used

repeatedly, is easy to use, is free from bias, is feasible to implement, can detect subtle changes, is

suitable for the research population, and covers all relevant aspects of the study area.

 Validity: The extent to which the tool measures what it claims to measure, capturing the

intended concept accurately.

 Reliability: The consistency of the tool in producing similar results when used repeatedly

under the same conditions.

 Usability: The ease with which the tool can be administered and understood by both the

researcher and participants.

 Objectivity: The tool should be free from researcher bias and produce consistent results

regardless of who administers it.

 Practicality: The tool should be feasible to implement within the constraints of the

research project, considering time, cost, and resources.

 Sensitivity: The ability of the tool to detect subtle differences or changes in the variable

being measured.

33
  Appropriateness: The tool should be suitable for the specific research population and

context.

 Comprehensiveness: The tool should cover all relevant aspects of the research topic,

ensuring adequate data collection.

3.6. PROCEDURE OF DATA COLLECTION

After the review of reference material like books, journals, article etc. related to direct

method, it was decided to develop a questionnaire and respective rating scale on the basis of

objectives. The rating scale consists of 5 degrees. The initial draft was prepared on the basis of

suggestions from the guide. Some statements were rejected and some are modified.

After finalizing the sample and tool to be used for data collection, planning was done for the

administration of the tool. The investigator sought the permission of school authorities for

collecting the data from teachers. A random sample of high schools teachers will be selected

from participating schools. Then the investigator herself administered the tool on the sample

under uniform conditions. Administration of each tool was proceded by clear and precise

instruction regarding the mode of responding the limit as well as other details to be considered.

3.7. STATISTICAL TECHNIQUES

In order to achieve the objectives of the study, the data collected from the teachers’ were

subjected to the following statistical techniques.

The statistical techniques used for the study are given below.

1. Arithmetic mean

34
 2. Standard deviation

3. Correlation

 Arithmetic mean

The arithmetic mean, commonly known as the average, is a measure of central tendency

that represents the sum of a set of values divided by the number of values in the set. It

provides a simple way to calculate the typical value of a dataset.

 Standard deviation

It is a measure of the amount of variation or dispersion in a set of values. It tells you how

much the individual data points deviate from the mean (average) of the dataset. A small

standard deviation indicates that the data points are close to the mean, while a large

standard deviation shows that the data points are spread out over a wider range.

35
3.8 CONCLUSION
The methodology employed in this study was designed to ensure a robust, reliable, and

valid approach to addressing the research objectives. By integrating both qualitative and

quantitative methods, the study leveraged the strengths of each to provide a comprehensive

understanding of the research problem. This mixed-methods approach enabled the collection of

rich, nuanced data while also ensuring statistical rigor and objectivity in analysis.

In conclusion, the methodology employed in this study was both comprehensive and

rigorously implemented, ensuring that the findings are credible, reliable, and relevant. By

thoughtfully addressing the research questions and adhering to established methodological

principles, the study provides a strong foundation for interpreting its findings and making

meaningful contributions to the field. Future research may build on this methodological

framework to explore related areas, refine data collection techniques, and address the limitations

identified, thereby advancing the understanding of the research topic further.

36
 CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

4.1 INTRODUCTION

4.2 RESTATEMENT OF OBJECTIVES

4.3 HYPOTHESIS

4.4 STATISTICAL ANALYSIS OF DATA

4.5 ANALYSIS OF THE STUDY

4.6 TENABILITY OF HYPOTHESIS

4.7 CONCLUSION

37
4.1 INTRODUCTION

In the field of research, the analysis and interpretation of data represent crucial steps that
bridge the gap between raw information and meaningful conclusions. Data facts and figures are
silent and they never speak for themselves. It is through systematic analysis that the important
characteristics which are hidden in the data are unearthed and valid generalization. Analysis of
the data is the heart of the research report. The analysis and interpretation phase allows
researchers to discern patterns, identify relationships, and ultimately answer the research
questions or test hypotheses.

Analysis of the data is important as any other component of the research process. Data
analysis embraces a whole range of activities of both the quantitative and qualitative type. It is an
ongoing cyclic process integrated into all phase of research. One of the primary objectives of
data analysis is to uncover relationships between variables. Analysis is a systematic process of
selecting categorizing and interpreting to provide explanation of the single phenomenon of
interest. Thus analysis is the studying of organized materials to discover inherent facts and
meanings. It also calls for a critical examination of result of one’s analysis in the light of all the
limitations of data gathering. The data may be adequate valid and reliable to any extent, But it
does not serve any purpose unless it is carefully edited systematically analyzed intelligently
interpreted and rationally concluded.

38
 Interpretation of the analyzed data is just as important as the analysis itself. While analysis
is focused on uncovering patterns or relationships, interpretation requires researchers to explain
the significance of these findings in the context of the research question. Interpretation often
involves making sense of the statistical or thematic outputs in a way that provides clear and
actionable insights.

In this section, we will explore the methodologies and techniques used in analyzing the
data, as well as how these findings will be interpreted in the broader context of the research
question, offering insights into how the conclusions of the study can shape future inquiry.

4.2 OBJECTIVES OF THE STUDY

1. To assess the level of job stress among secondary school teachers.

2. To find out the difference in the job-related stress with respect to gender.

4.3 HYPOTHESIS OF THE STUDY

1. The level of job stress among secondary school teachers is average.
2. There is a difference in job related stress with respect to gender.

4.4 STATISTICAL ANALYSIS OF DATA

The data obtained through the questionnaire among sample of 60 teachers. To find out the level
of stress among secondary school teachers. Scores are given to the questions like: multiple
choice questions 1 marks each.

4.5 ANALYSIS OF THE STUDY

Objective: To find out the level of stress among secondary school teachers.

Hypothesis: The level of job stress among secondary school teachers is average.

Table 1:

39
Statistics calculated and the value obtained for the level of stress among secondary school
teachers.

Sample quantity Mean Standard deviation

60 74.43 13.6

From the above table it is observed that the level of stress among secondary school teacher
scored mean value of 74.43 and the standard deviation value is 13.6 for a sample of 60 students.

Table 2:
Level of stress among the secondary school teachers.

Levels High Average Low

Norms M+S.D M+SD to M-S.D M-S.D
Scores 88.03 88.03 to 60.83 60.83
No of students 9 41 10
Percentage 15 68.33 16.67

To study the level of stress among secondary school teachers the total samples were
classified into three levels say high, average and low. The conventional procedure of distance
from mean M is used. Those who obtained score greater than M+S.D (88.03) are said to be have
high level. The low are those who obtained scores less than M-S.D (60.83) and those who
obtained scores in between M+SD and M-S.D (88.03 to 60.83) are said to have average level of
stress among the secondary school teachers.

From the analysis it can be interpreted that the level of stress among secondary school
teachers is average.

40
4.6 TENABILITY OF HYPOTHESIS

The above result shows that, most of the teachers have an average level of stress among
secondary school students.

So the hypothesis is accepted.

4.6 CONCLUSION

In conclusion, the analysis of stress levels among secondary school teachers reveals that,
on average, teachers experience moderate stress. While the results indicate that stress is present
among educators, it does not reach an extreme level, suggesting that while teaching can be
demanding, it is not overwhelmingly so for most participants. The findings highlight key factors
contributing to this average stress level, such as workload, student behavior, and time pressures,
but also suggest that these stressors are manageable within the current working conditions of the
teachers involved in this study.

The results indicate that, though stress is a common experience, it does not consistently
affect all teachers in the same way. Factors such as experience, support systems, and personal
coping strategies appeared to mitigate the intensity of stress for some individuals. Teachers who
reported having strong support from colleagues and administration, as well as those with well-
established coping mechanisms, tended to experience less stress overall. Although the stress
level is not alarmingly high, sustained attention to teacher well-being is necessary to maintain a
healthy, effective teaching workforce, ensuring that teachers remain motivated, engaged, and
capable of providing quality education to students.

41
 CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

5.2 STUDY IN RETROSPECT

5.3 STATEMENT OF THE PROBLEM

5.4 RESTATEMENT OF OBJECTIVES

5.5 TENABILITY OF HYPOTHESIS

5.6 CONCLUSION BASED ON THE FINDINGS

5.7 EDUCATIONAL IMPLICATIONS OF THE STUDY

5.8 RECOMMENDATIONS OF THE STUDY

5.9 SUGGESTIONS FOR FURTHER STUDY

5.10 CONCLUSION

42
5.1 INTRODUCTION

This chapter gives a brief summary of the study including a short description of the hypothesis,

objectives and methodology. This is followed by a description of major findings, conclusion and

also educational implications that can be derived from the present study. Further suggestions for

the improvements of teaching learning process are included in this chapter.

5.2 STUDY IN RETROSPECT

The study is based on the stress level among secondary school teachers. The investigator chose
high school teachers from Govt. HSS Venjaramoodu, St. John’s HSS Nalanchira and Govt. HSS
Mithrummala.

5.3 STATEMENT OF THE PROBLEM

A study on stress level among secondary school teachers from Govt. HSS Venjaramoodu, St.
John’s HSS Nalanchira and Govt. HSS Mithrummala.

5.4 RESTATEMENT OF OBJECTIVES

To find out the level of stress among secondary school teachers.

43
5.5 TENABILITY OF HYPOTHESIS

Hypothesis Tenability
The level of stress among secondary school
Accepted
teachers is average.

5.6 CONCLUSION BASED ON THE FINDINGS

The findings from the analysis of stress levels among secondary school teachers indicate that, on
the whole, teachers experience a moderate level of stress. The primary stressors identified in the
study include workload, student behavior, and time management challenges. However, the data
also suggests that these stressors are not uniform across all teachers, with variations based on
factors such as years of experience, available support systems, and individual coping
mechanisms.

5.7 EDUCATIONAL IMPLICATIONS OF THE STUDY

The study on stress levels among secondary school teachers are significant, as they
provide valuable insights into how stress impacts the teaching profession and suggest ways to
improve teacher well-being. Given the moderate stress levels identified in the study, there are
several key areas where educational institutions can make a positive difference in the lives of
teachers, which, in turn, could improve the quality of education provided to students.

First, the findings underscore the need for schools to address the workload and time
management challenges that contribute to teacher stress. High teaching demands, excessive
administrative duties, and the pressure to meet academic goals can create a heavy burden on
teachers. Educational administrators should consider ways to streamline administrative tasks,
provide adequate planning time, and distribute workload more evenly to help alleviate these
pressures. Additionally, the implementation of time-management training for teachers could
equip them with strategies to better balance their professional responsibilities and personal life,
reducing overall stress.

44
 Second, the study highlights the importance of creating a supportive school environment.
Teachers who have strong support networks whether from colleagues, administrators, or the
wider school community reported lower stress levels. Schools should prioritize fostering a
collaborative atmosphere where teachers can share resources, strategies, and emotional support.
Peer mentoring programs, professional learning communities, and regular check-ins with school
leaders can help strengthen these support systems.

Furthermore, this study suggests that teacher training programs should place greater
emphasis on stress management and coping strategies. Providing teachers with tools to manage
stress effectively not only improves their well-being but also enhances their ability to remain
engaged and motivated in their roles. Schools could integrate stress management workshops into
professional development programs, offering teachers practical skills in dealing with workplace
stressors.

5.8 RECOMMENDATIONS OF THE STUDY

Based on the findings of this study on stress levels among secondary school teachers,
several recommendations can be made to address and reduce teacher stress, ultimately improving
their well-being and enhancing the overall quality of education. These recommendations are
intended to guide educational policymakers, school administrators, and teacher support networks
in creating a more supportive and manageable work environment for teachers.

 Reduce Workload and Administrative Burden:

 Streamline administrative tasks to allow more time for lesson planning, grading, and
professional development.
 Provide additional resources or support staff to ease teachers' workload.

 Provide Professional Development on Stress Management:

 Offer workshops and training on stress management, work-life balance, and resilience-
building.
 Equip teachers with practical strategies for handling work-related stress.

 Enhance Teacher Support Systems:

45
  Create a collaborative and supportive work environment through peer mentoring
programs and team meetings.
 Foster opportunities for teachers to share experiences, advice, and emotional support.

 Promote Work-Life Balance:

 Encourage policies that support reasonable work hours and flexible scheduling.
 Promote taking breaks, using vacation time, and engaging in activities outside of school.

 Provide Mental Health Resources:

 Offer counseling services or Employee Assistance Programs (EAPs) to support teachers’

mental health.
 Ensure these resources are easily accessible, confidential, and available when needed.

 Implement Regular Stress Assessments:

 Conduct regular surveys or feedback sessions to assess teachers' stress levels and identify
key stressors.
 Use results to inform the development of support strategies and policies.

 Encourage Teacher Autonomy and Professional Growth:

 Allow teachers more control over their teaching methods and curriculum design.
 Support continuous professional development opportunities, such as further education,
conferences, and specialized training.

 Create a Positive and Inclusive School Culture:

 Cultivate an inclusive, respectful, and positive school culture that values and appreciates
teachers.
 Recognize teachers’ efforts and promote open communication between staff and
administrators.

5.9 SUGGESTIONS FOR FURTHER RESEARCH

 A similar study can be conducted in more schools of different districts.

 Study can be conducted among the teachers too.
 Study can be conducted among the upper primary and higher secondary school students.

5.10 CONCLUSION

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47