Role Stress In Teachers OB Deliverable
Stress and Social Support for Teachers in Private and Government
Schools in India
Submitted By:
Group No. 3
Section-C
Abstract
Occupational stress research emphasizes the need to assess the management of work related stress. This paper investigated organizational role stress in schools and the various facets of social support practices exercised through peer, upper management, family and students. The sample consists of 110 employees from various schools throughout the country. Factor analysis on the ten dimensions of role stress developed by Pareek (1983) was recognized. The analysis revealed that there is a difference in the level of stress experienced by the teachers in government and private schools. Also, it reaffirms the notion that the married are more stressed than the unmarried teachers. The study concludes that graduate teachers are more stressed than post graduate teachers. The results highlight the need for better workplace support systems in private schools while the emphasis on government schools should be to ensure the quality of teaching by maintaining the low stress levels.
Introduction
The main aim of school system is to ensure that pupils learn well and achieve the goals of education. For this noble aim to be realized much depend on teachers who are vested with responsibility of instructing pupils. Occupational stress refers to the physical, mental and emotional wear and tear brought about by incongruence between the requirement of the job and the capabilities, resources and needs of the employee to cope with job demand. The workplace in teaching industry typically experience stress due to complexity of work and its divergent demand. Moreover work life conflicts affect effectiveness of the teachers as well as the school. Individuals hold onto various roles in society as well as at work. Teachers are perennially exposed to high level of stress cutting across all cultures. Excessive workload and teaching hours, poor
Schools in India
Submitted By:
Group No. 3
Section-C
Abstract
Occupational stress research emphasizes the need to assess the management of work related stress. This paper investigated organizational role stress in schools and the various facets of social support practices exercised through peer, upper management, family and students. The sample consists of 110 employees from various schools throughout the country. Factor analysis on the ten dimensions of role stress developed by Pareek (1983) was recognized. The analysis revealed that there is a difference in the level of stress experienced by the teachers in government and private schools. Also, it reaffirms the notion that the married are more stressed than the unmarried teachers. The study concludes that graduate teachers are more stressed than post graduate teachers. The results highlight the need for better workplace support systems in private schools while the emphasis on government schools should be to ensure the quality of teaching by maintaining the low stress levels.
Introduction
The main aim of school system is to ensure that pupils learn well and achieve the goals of education. For this noble aim to be realized much depend on teachers who are vested with responsibility of instructing pupils. Occupational stress refers to the physical, mental and emotional wear and tear brought about by incongruence between the requirement of the job and the capabilities, resources and needs of the employee to cope with job demand. The workplace in teaching industry typically experience stress due to complexity of work and its divergent demand. Moreover work life conflicts affect effectiveness of the teachers as well as the school. Individuals hold onto various roles in society as well as at work. Teachers are perennially exposed to high level of stress cutting across all cultures. Excessive workload and teaching hours, poor
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