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| Stress Among U.P. Board and C.B.S.E. Board School Teachers in Relation to Their Gender | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Paper Id :
16517 Submission Date :
08/09/2022 Acceptance Date :
21/09/2022 Publication Date :
25/09/2022
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| Abstract | In this study, researchers tried to find out the effect of gender and type of affiliating institution on stress. For this purpose, 200 subjects (100 male and 100 female teachers) were randomly selected. Out of which 50 male teachers from U.P Board school and 50 male teachers from C.B.S.E Board school similarly 50 female teachers from U.P Board school and 50 female teachers from C.B.S.E Board school. The stress scale constructed by Dr. Tejinder Kaur, Dr. Prerna Puri, and Dr. Manju Mehta was used to measure the stress of the subjects. 2*2 factorial analysis was used to test the hypotheses. Results showed that there a significant effect of gender and type of affiliating institution was on the stress of school teachers and the interaction effect of gender and type of affiliating institution was also significant. On the basis of the results, it can be concluded that gender and type of affiliating institution is a significant variable affecting stress among school teachers. Further analysis showed that male teachers teaching in U.P Board schools significantly had higher stress levels than female teachers teaching in C.B.S.E Board schools. Female teachers from U.P Board schools significantly had higher stress levels than female teachers from in C.B.S.E Board schools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Keywords | Gender, Type of Affiliating Institution, U.P Board School Teachers, C.B.S.E Board School Teachers, Stress. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Introduction |
Earlier, the teaching profession has been construed as a low-stress occupation (French, Caplan and Harrison,1982) but the situation has somersaulted over the last two decades (Olivier and Venter, 2003). With increasing unemployment and the changing socio-economic scenario, the stress on teachers has increased. Now teaching is a more stressful job than compared to other jobs (Kyriacou, 2001 and Chaplain, 2008). For some people it is only a source on income but a stressful work, but for some it gives them a feeling of personal satisfaction (Schwarzer and Hallum, 2008). Teachers experience stress many times, and it may result from various sources like institutional environment related conditions, family related situations and most of the time less acknowledgement of their efforts and achievements (Greenglass and Burke, 2003). Researches indicated that up to one-third of teachers sometimes tend to experience extreme stress due to all these issues (Thomas, Clark, and Lavery, 2003; Geving, 2007).
You might have heard many times when two colleagues convers to each other where one says that he or she is feeling very stressed and find himself/herself unable to handle the situation and the other says “yes. I can understand what you are going through”. They can say so because they know they are talking about what we call “stress” of the pervasiveness and commonality of these experiences in their own lives.
The concept of stress was first introduced in the life sciences by Hens Selye in 1936. It is a concept borrowed from natural science, derived from the Latin word ‘Stringer’ meaning ‘to draw light.’ The condition of stress has two components: physical, involving direct material or bodily challenge, and psychological, involving how individuals perceive circumstances in their lives (Lovallo, 1997). Lazarus and Folkman (1984) defined it as “Stress as the circumstance in which transactions lead a person to perceive a discrepancy between the physical or psychological demands of a situation and the resources of his or her biological, psychological and social systems.” |
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| Aim of study | Objectives of the study were as follows- 1. To study the effect of gender on the stress of teachers. 2. To study the effect of the type of affiliating institution on the stress of teachers. 3. To study the interaction effect of gender and type of affiliating institution on the stress of teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Review of Literature | Saravanan
and Lakshmi (2017) conducted a study among the teachers of higher
secondary schools from a south region state and revealed that private school
teachers have more stress than compared to government school teachers. However,
a study conducted by Hasan (2014) in a District of Haridwar and reveals that
private primary school teachers have higher levels of stress than their
counterparts in government primary school teachers. He suggests that the
reasons for higher levels of stress among the private school teachers may be
low salaries and more work overload in private schools. Jeyaraj
(2013) conducted research on the stress among the higher secondary teachers in
Tamil Nadu and found that aided school teachers more stressed compared to
government teachers. He also states that teachers who feel higher levels of
stress are less satisfied with their career. Jani
(2017) compared stress of
government and private primary school teachers of Kalahandi and found that the
primary school teachers of private school were highly stressed in comparison to
primary school teacher of government schools. Punia and Balda
(2016) reported that the majority of the teachers working in
the central board affiliated schools experience moderate levels of stress due
to poor peer relations, role ambiguity, role conflict, lack of control, role
overload, and strenuous working conditions. Shree (2016) found that male and female college teachers differed significantly on stress. Female teachers have higher levels of stress than male teachers. Stamatios, Fotini, and Vlachakis (2006) also found that female teachers experienced significantly higher levels of stress, specifically with regard to interaction with students and colleagues, students’ progress, work over load, and emotional exhaustion. While Aftab and Khatoon (2012) reported that male teachers are more stressed than female teachers. Fontana and Abouserie (1993) found no significant difference between male and female teachers in levels of stress. Jahan and Sharma (2017) explored the relationship of occupational stress of the upper primary school teachers with demographic variables like gender, teaching experience, and location of the school and revealed that male teachers experienced more occupational stress than female teachers, as well as teachers with an experience of below than 10 years, face high occupational stress than those teachers with teaching experience of above 10 years. No significant difference was found in the occupational stress between the rural and urban teachers. |
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| Methodology | In this research for assessing stress “Stress Scale” was constructed and standardized by Dr. Tejinder Kaur, Dr. Prerna Puri, and Dr. Manju Mehta. It is a four-point rating scale containing 26 items. The reliability of the scale was .96 determined by Kuder-Richardson formula 20 and the validity of the scale was .94.
Procedure of Data Collection: The researcher contacted the subjects individually to take their written consent and make a rapport with the subjects for data collection. After collecting basic information like age, education, gender, etc., the researchers read aloud the instruction of the Stress Scale before the subject. There was no time limit so the filled-in Stress scale was taken back from the subject when he/she finished the work. Subjects were thanked for their valuable cooperation.
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| Sampling | Research
Design- 2x2 factorial design was used
in this research. Details of the division of variables were as follows-
Sample: Primarily, there were 280 teachers out of which 200
teachers were selected randomly using SPSS software. In the present study, the
total sample consisted of 200 teachers. There were 50 male teachers from U.P
Board school, 50 were from C.B.S.E Board school. Similarly, there were 50
female teachers of U.P Board school schools and 50 were from C.B.S.E Board
schools. Thus, there were 150 males and 150 females. All the subjects were the
age of 25 - 40 years (Mean age 32.5). |
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| Statistics Used in the Study | Obtained data were analyzed with the help of
SPSS-17. To test the hypotheses 2*2 factorial analyses were used. |
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| Result and Discussion | Table
-1 shows the two-way analysis of variance among gender and type of affiliating
institution on stress among teachers. F-ratio for gender was F (1, 196)
=13.339, p = .000. which is significant. F-ratio for type of affiliating
institution was F (1, 196) = 13.564, p = .000 which is also significant and the
F-ratio for interaction of gender and type of affiliating institution was F
((1, 196)) = 7.993, p=.005 which was also significant. Table 1 Showing
the Summary of Two-Way ANOVA for 2*2 Factorial Designs with N- 200
Table -2
shows the summary of the simple effect of gender. F-ratio for male and female
teachers of U.P board school was F (1, 196) = .340, p = .560 which was not
significant. F-ratio for male and female teachers of C.B.S.E board school was F
(1, 196) = 20.992, p = .000 which is significant. It means that there is a
significant variance in stress between male and female teachers who were
working in the C.B.S.E board school. Table 2 Showing
the Summary of ANOVA for Simple Effect of A i.e Gender
Table -3
shows the analysis of variance for the simple effect of the type of affiliating
institution. F-ratio for male teachers who were working in the U.P board and
C.B.S.E board school was F (1, 196) = .366, p = .546 which is not significant.
F-ratio for female teachers who were working in the U.P board and C.B.S.E board
school was F (1, 196) = 21.190, p = .000 which is significant. It means that
there is a significant variance in stress among female teachers who were
teaching in working in U.P board and C.B.S.E board school. Table 3 Showing
the Summary of ANOVA for Simple Effect of B i.e type of Affiliating Institution
Results depicted that gender exerts a significant effect on stress among teachers. Another variable i.e., type of affiliating institution also showed a significant effect on stress among teachers. Similarly, the interaction effect of gender and type of affiliating institution has a significant effect on stress. In view of the above results, it could easily be inferred that gender and type of affiliating institution independently and together exert a significant effect on the stress of teachers. In view of the above results, we can say that gender emerged as a significant variable to affect the stress of teachers. Male teachers significantly have higher stress than female teachers. It means that male and female teachers differ significantly in experiencing the level of stress. So, we reject our first hypothesis i.e. There is no significant effect of gender on the stress of teachers. Aftab and Khatoon (2012) found similar results in their research. Results showed that type of affiliating institution was also a significant variable to affect the stress of teachers. Teachers working in U.P board schools significantly have higher stress compared to teachers working in C.B.S.E board schools. It means that teachers working in U.P and C.B.S.E board schools differ significantly in their level of stress. So, we reject our second hypothesis i.e. There is no significant effect of this type of affiliating institution on the stress of teachers. Some researchers like Jeyaraj (2013); Pandey, (2015); Saravanan and Lakshmi, (2017) found contradictory results in this study. The result shows that the interaction effect of gender and type of affiliating institution on stress among school teachers was also significant. Analysis showed that gender and type of affiliating institution independently and jointly affect the stress of teachers. So, we reject our third hypothesis i.e. There is no significant effect of gender and type of affiliating institution on the stress of teachers. Analysis of the simple effect of gender shows that male teachers who worked in U.P board schools had higher stress compared to females who worked in U.P board schools but they do not differ significantly. Male who worked in C.B.S.E board schools significantly had higher stress compared to females who worked in C.B.S.E board schools. Fig-1 shows that the mean score stress of male teachers either working in U.P Board schools or working in C.B.S.E board schools was higher than that of females of either group. The steep mean line of male and female working in C.B.S.E board school make the difference significant. The mean lines of both the groups were not parallel thus making the interaction effect significant. Analysis of the simple effect of type of affiliating institution showed that male teachers who worked in U.P board schools had higher stress compared to males who worked in C.B.S.E board schools but they do not differ significantly. Females who worked in U.P board schools significantly had higher stress compared to females who worked in C.B.S.E board schools. Fig-2 clearly showed the difference between males and females who worked in C.B.S.E board schools. The non-parallel line made the difference significant. |
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| Findings | Thus, it was clear from the results that male teachers teaching in U.P board schools or C.B.S.E board schools had higher stress levels than females. Female teachers teaching in U.P board schools had higher stress levels than females teaching in C.B.S.E board schools. Based on obtained results, it can be said that in our Indian society, males have to face more pressure to make a stable career, earn money and bear the family responsibilities than female teachers. Further, Teachers teaching in U.P board schools have more responsibilities like duties in elections, census, and various campaigns such as polio drops and COVID testing and vaccinations. It creates a lot of problems for them and they feel stressed as they didn’t get proper time to teach. So, work overload, and excessive non-teaching work allotted to the teachers of the U.P board create more stress than in teachers of C.B.S.E board schools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Conclusion | On the basis of the above findings, we can conclude that gender, as well as type of affiliating institution, is a significant variable that affects the stress of teachers. When gender and type of affiliating institution come together, they jointly affect the stress of the teachers. Further analysis showed that male teachers who were working in C.B.S.E board schools significantly have higher stress than female teachers who were working in C.B.S.E board schools, but this is not so in the case of male and female teachers teaching in U.P board schools. Female teachers who were working in U.P board schools significantly have higher stress than female teachers who were working in C.B.S.E board schools but this is not so in case of male teachers who were teaching in U.P and C.B.S.E board schools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Limitation of the Study | limitations-The sample of the present research was small as consisted of 200 subjects ,so this research should be conducted on a larger sample to get better results for generalization on similar population. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Acknowledgement | Researchers are very thankful to all the participant teachers from all the institutions for their valuable contribution of time and point of view on the issue of experiencing stress among teachers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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