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Occupational Stress among Teachers in Different Cultural Zones of Abstract The study was conducted in five cultural zones of Haryana state. Total sample constituted of 450 teachers, 90 teachers from each zone. Occupational stress of these teachers was assessed. Results revealed that majority of teachers experienced moderate level of stress related to role overload, role ambiguity, role conflict, unreasonable group and political pressures, responsibility for persons, under-participation, powerlessness, poor peer relations, intrinsic impoverishment, low status, strenuous working conditions and unprofitability. Regarding total occupational stress, majority of school teachers experienced moderate level of stress. There were no differences in occupational stress among school teachers on the basis of cultural zone. On the basis of affiliation to education board, teachers working in government schools affiliated to Board of School Education Haryana experienced more stress related to role overload, low status and strenuous working conditions as compared to their counterparts working in schools affiliated to Central Board of School Education. Keywords: Occupational stress, cultural zones, Central Board of School Education, Board of School Education Haryana. Nomita Punia Introduction Ph.D Scholar, Stress is common in all jobs and every sphere of life. Occupational stress is stress related to one's job or occupation. Working in Deptt.of Human Development any profession not only provides individuals monetary benefits for survival, and Family Studies, but each and every occupation also exert pressure and stress on their CCS HAU, employees. The causes could be workload and pressures that do not match with a person's knowledge and skills to the extent that he or she is unable to cope. As a result many teachers feel physically and mentally exhausted at the end of the day. Family and work are inter-related have bi-directional effect in relationships and performance. Stress in family has direct impact on performance at workplace and vice-versa. A study of work stress among professionals found that teachers and nurses were most likely to experience work overload and that this factor, concomitant with other interruptions to work, has the potential to result in unbearable work demands (Chan, Lai, Ko & Boey, 2000). The factors contributing to work stress include individual’s susceptibility to stress, workload, time pressure, performance pressure, conflict at work and home, work environment, the person-environment match, the appraisal and perceptions of the worker, human resource management practices (Kendall et al., 2000). Shanti Balda Teachers stress can be caused from an ineffective performance Professor, with the students which is a direct sign of decrease in work satisfaction, Deptt.of Human Development involvement and effort. Stress often comes about when teachers have and Family Studies, difficulty negotiating various aspects of interaction with students or from any circumstances that are considered too demanding, depriving of time CCS HAU, Hisar and interfering with instructions. Aim of the Study The aim of the present study was to assess occupational stress among school teachers working in five cultural zones of Haryana state. It was hypothesized that there will be no difference in occupational stress on the basis of cultural zone. Methodology Locale of the Study and Sample Selection Haryana state is divided into five cultural zones on the basis of its culture. These zones are Bagar, Khadar, , Nardak and Ahirwati. From each cultural zone, one district headquarter was selected on random basis. These district headquarters were Jind (Khadar cultural zone), Hisar (Bagar cultural zone), Ambala (Nardak cultural zone), Faridabad (Mewat cultural zone) and Jhajjar (Ahirwal cultural zone). Thus, the study was 56

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E: ISSN NO.: 2455 - 0817 Vol-II * Issue- XI* April- 2016 conducted in five cities representing five cultural occupational stress among school teachers. As zones of Haryana. shown in Table 1, for total sample, means for role Total sample constituted of 450 teachers, 90 overload, role ambiguity and role conflict stress were teachers from each cultural zone. This sample 17.07, 10.85 and 13.59 respectively. Means for stress included 150 primary school teachers, 150 trained due to political pressure, responsibility of persons and graduate teachers and150 post-graduate teachers. To under-participation were 10.99, 9.93 and 11.98 represent affiliation of schools to education board, 225 respectively. Mean scores of stress due to teachers were selected from schools affiliated to powerlessness, poor peer relations and intrinsic Central Board of School Education and 225 teachers impoverishment were 10.77, 12.49 and 10.64 from government schools affiliated to Board of School respectively. Mean scores of stress due to low status, Education, Haryana. strenuous working conditions and unprofitability were Measures and Method for Data Collection 9.01, 11.19 and 6.34 respectively. Mean score for Stress of school teachers was assessed with total occupational stress among school teachers was the help of Occupational Stress Index developed by 134.87. Srivastava & Singh, (1984).This scale has 12 Comparison of Occupational Stress among dimensions: role overload, role ambiguity, role School Teachers on The Basis of Cultural Zone conflict, unreasonable group and political pressures, One-way analysis of variance (ANOVA) was responsibility for persons, under-participation, computed to examine cultural zone-wise differences. powerlessness, poor peer relations, intrinsic As depicted in Table 1, there were no differences in impoverishment, low status, strenuous working sub-scales of stress and total occupational stress of conditions and unprofitability. Data were collected teachers on the basis of cultural setting. As shown in personally from school teachers. Informed consent the table, F-values for role overload, role ambiguity was obtained from selected school teachers after and role conflict stress dimensions were 0.05, 0.04 explaining the purpose of the study. and 0.01 respectively. F-values for stress due to Results political pressure, responsibility of persons and under- Socio-Personal Profile of School Teachers participation were 0.61, 0.15 and 0.03 respectively. F- In total sample, 53.1% teachers were male values for stress due to powerlessness, poor peer and 46.9% were females. Age of the teachers ranged relations and intrinsic improvement were 0.08, 0.06 from 23 years to 59 years. Majority of teachers and 0.38 respectively. F-values for stress due to low (88.0%) were married, post-graduate (68.7%) and status, strenuous working conditions and were in the age range of 36-45 years (43.8%). unprofitability were 0.04, 0.10 and 0.07 respectively. Descriptive Statistics Related to Occupational F-value for total occupational stress among school Stress among School Teachers teachers was 0.03. Descriptive statistics were computed for Table 1 Comparison of Occupational Stress among School Teachers on the Basis of Cultural Zone Sub-scales of stress Bagar Nardak Khadar Mewat Ahirwal Total F-value Mean ± SD Mean ± SD Mean ± SD Mean ± SD Mean ± SD Mean ± SD Role overload 17.18 ±3.62 16.99 ±4.15 17.07±3.99 17.00±4.02 16.94±4.51 17.07±4.08 0.05 Role ambiguity 10.83±3.59 10.74±3.50 10.96±3.59 10.89±3.45 10.84±3.34 10.85±3.48 0.04 Role conflict 13.59±3.89 13.54±4.20 13.64±3.68 13.57±3.74 13.61±3.77 13.59±3.85 0.01 Political pressure 11.08±2.75 10.52±3.15 11.10±3.62 11.09±2.99 11.17±3.46 10.99±3.20 0.61 Responsibility 9.92±2.23 9.78±2.58 9.99±2.62 10.03±2.29 9.94±2.29 9.93±2.40 0.15 Under participation 12.02±3.48 11.89±3.62 11.98±3.62 11.96±3.29 12.06±3.52 11.98±3.49 0.03 Powerlessness 10.67±2.16 10.84±2.15 10.78±2.35 10.80±2.07 10.76±2.42 10.77±2.22 0.08 Poor peer relations 12.51±3.05 12.37±3.15 12.47±3.40 12.54±3.12 12.58±3.26 12.49±3.18 0.06 Intrinsic 10.51±3.13 10.58±3.12 10.52±3.60 10.56±3.46 11.02±3.33 10.64±3.32 0.38 impoverishment Low status 9.03±1.93 9.06±2.19 8.99±2.17 8.94±2.22 9.04±2.18 9.01±2.13 0.04 Strenuous working 11. 37±2.11 11.27±3.08 11.12±3.38 11.11±3.10 11.21±3.13 11.19±3.19 0.10 conditions Unprofitability 6.40±1.67 6.30±1.85 6.39±1.78 6.32±1.79 6.29±2.01 6.34±1.82 0.07 Total stress 134.91±25.97 133.73±30.48 135.24±32.89 135.01±30.77 135.43±34.38 134.87±31.01 0.03 These results confirmed the hypothesis and stress in all the domains of occupational stress. indicate that irrespective of cultural zone, school Percentages ranged from 54.9 per cent for low status teachers experience occupational stress. It can be to 67.3 per cent each for role conflict, responsibility for interpreted from these results that there is no persons and unprofitability. association between cultural setting and occupational Among the teachers who experienced high stress among school teachers. stress, lowest percentage was for unprofitability Level of Occupational Stress among School (14.2%) and highest percentage was for Teachersin Different Cultural Zones of Haryana powerlessness (21.6%). Among the teachers who Low, moderate and high levels of sub-scales experienced low level of stress, lowest percentage of occupational stress and total occupational stress was for powerlessness (16.2%) and highest were computed on the basis of standard deviations. percentage was for low status (24.4%). Levels of total As presented in Tables 2, in total sample majority of occupational stress as depicted in the table indicate teachers experienced moderate level of occupational that 67.6% teachers experienced moderate level of 57

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E: ISSN NO.: 2455 - 0817 Vol-II * Issue- XI* April- 2016 stress, 16.4% teachers experienced low level of level of occupational stress. Almost similar results stress and 16% teachers experienced high level of were obtained for high and low level of stress in stress. different dimensions of occupational stress.It can be Table clearly depicts that in all the cultural concluded from these findings that school teachers zones, majority of teachers experienced moderate experience moderate level of stress. Table 2 Level of Occupational Stress among School Teachersin Five Cultural Zones of Haryana Zones Sub-scales of occupational stress Total RO RA RC PP RP UP PL PPR II LS SWC UPA stress Bagar cultural zone (n=90) Low 14 18 22 14 14 19 13 13 16 20 15 13 19 (15.6) (20.0) (24.4) (15.6) (15.6) (21.1) (14.4) (14.4) (17.8) (22.2) (16.7) (14.4) (21.1) Moderate 62 58 48 63 62 56 57 64 59 55 61 63 55 (68.9) (64.4) (53.3) (70.0) (68.9) (62.2) (63.3) (71.1) (65.6) (61.1) (67.8) (70.0) (61.1) High 14 14 20 13 14 15 20 13 15 15 14 14 16 (15.6) (15.6) (22.2) (14.4) (15.6) (16.7) (22.2) (14.4) (16.7) (16.7) (15.6) (15.6) (17.8) Nardak cultural zone (n=90) Low 16 19 19 16 18 19 13 15 14 14 15 17 15 (17.8) (21.1) (21.1) (17.8) (20.0) (21.1) (14.4) (16.7) (15.6) (15.6) (16.7) (18.9) (16.7) Moderate 62 58 52 56 58 57 62 62 59 61 62 54 61 (68.9) (64.4) (57.8) (62.2) (64.4) (63.3) (68.9) (68.9) (65.6) (67.8) (68.9) (60.0) (67.8) High 12 13 19 18 14 14 15 13 17 15 13 19 14 (13.3) (14.4) (21.1) (20.0) (15.6) (15.6) (16.7) (14.4) (18.9) (16.7) (14.4) (21.1) (15.6) Khadar cultural zone (n=90) Low 20 17 20 17 18 15 15 16 19 13 13 16 16 (22.2) (18.9) (22.2) (18.9) (20.0) (16.7) (16.7) (17.8) (21.1) (14.4) (14.4) (17.8) (17.8) Moderate 56 58 52 57 55 57 62 58 57 64 59 61 58 (62.2) (64.4) (57.8) (63.3) (61.1) (63.3) (68.9) (64.4) (63.3) (71.1) (65.6) (67.8) (64.4) High 14 15 18 16 17 18 13 16 14 13 18 13 16 (15.6) (16.7) (20.0) (17.8) (18.9) (20.0) (14.4) (17.8) (15.6) (14.4) (20.0) (14.4) (17.8) Mewat cultural zone (n=90) Low 15 13 17 13 20 15 13 14 20 16 17 18 13 (16.7) (14.4) (18.9) (14.4) (22.2) (16.7) (14.4) (15.6) (22.2) (17.8) (18.9) (20.0) (14.4) Moderate 62 63 60 62 56 61 58 58 57 55 55 58 61 (68.9) (70.0) (66.7) (68.9) (62.2) (67.8) (64.4) (64.4) (63.3) (61.1) (61.1) (64.4) (67.8) High 13 14 13 15 14 14 19 18 13 19 18 14 16 (14.4) (15.6) (14.4) (16.7) (15.6) (15.6) (21.1) (20.0) (14.4) (21.1) (20.0) (15.6) (17.8) Ahirwal cultural zone (n=90) Low 20 15 15 16 16 14 19 16 14 13 13 19 15 (22.2) (16.7) (16.7) (17.8) (17.8) (15.6) (21.1) (17.8) (15.6) (14.4) (14.4) (21.1) (16.7) Moderate 51 62 60 55 54 58 58 57 61 60 62 58 61 (56.7) (68.9) (66.7) (61.1) (60.0) (64.4) (64.4) (63.3) (67.8) (66.7) (68.9) (64.4) (67.8) High 19 13 15 19 20 18 13 17 15 17 15 13 14 (21.1) (14.4) (16.7) (21.1) (22.2) (20.0) (14.4) (18.9) (16.7) (18.9) (16.7) (14.4) (15.6) Total sample from all five cultural zones (n=450) Low 105 82 75 85 79 82 73 74 82 110 75 83 74 (23.3) (18.2) (16.7) (18.9) (17.6) (18.2) (16.2) (16.4) (18.2) (24.4) (16.7) (18.4) (16.4) Moderate 273 299 303 274 303 293 280 299 281 247 295 303 304 (60.7) (66.4) (67.3) (60.9) (67.3) (65.1) (62.2) (66.4) (62.4) (54.9) (65.6) (67.3) (67.6) High 72 69 72 91 68 75 97 77 87 93 80 64 72 (16.0) (15.3) (16.0) (20.2) (15.1) (16.7) (21.6) (17.1) (19.3) (20.7) (17.8) (14.2) (16.0) Note: RO (Role overload), RA (Role ambiguity), RC (Role conflict), PP (Political pressure), RP (Responsibility for persons), UP (Under participation), PL (Powerlessness), PPR (Poor peer relations), II (Intrinsic improvement), LS (Low status), SWC (Strenuous working conditions), UPA (Unprofitability), TOS (Total occupational stress). School-Wise Comparison of Occupational Stress depicted in Table 3, there were significant differences Among Teachers in three dimensions of occupational stress of teachers Occupational stress among teachers was on the basis of affiliation to board. As presented in also compared school-wise to explore whether there table, school teachers working in schools affiliated to existed differences in stress experienced by teachers Board of School Education, Haryana experienced working in CBSE affiliated and BSEH affiliated significantly more stress in role overload schools. Independent sample t-test was computed. (Mean=17.70) and strenuous working conditions Stress and sub-scales of stress were taken as (Mean=17.72) as compared to teachers working in dependent variables and type of school on the basis CBSE affiliated schools (Means=16.37 and 10.71 of affiliation was taken as independent variable. T- respectively), p<.01. Teachers working in Haryana values for different sub-scales of stress and total Govt. schools felt significantly more occupational occupational stress are presented in Table 3. As stress in low status sub-scale (Mean=9.22) as 58

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E: ISSN NO.: 2455 - 0817 Vol-II * Issue- XI* April- 2016 compared to teachers working in CBSE affiliated teachersare highly stressed (Olivier & Venter, 2003; schools (Mean=8.81), p<.05. Hasan, 2014).In another study, Reddy and Anuradha Table 3 (2013) found that majority of teachers were School-Wise Comparison of Occupational Stress experiencing moderate and high levels of Among Teachers occupational stress indicating the need for Sub-scales of Affiliation Affiliation t- interventions in strengthening and reinforcing occupational stress to CBSE to BSEH value teacher’s self-confidence and positive attitude, and (n=225) (n=225) weakening the stress creating factors. Mean SD Mean SD Conclusion and Suggestions Role overload 16.37 4.03 17.70 3.97 3.51** It can be concluded that occupational stress Role ambiguity 10.86 3.52 10.84 3.45 0.05 among school teachers is a major concern as majority Role conflict 13.29 3.84 13.89 3.83 1.67 of teachers experienced moderate level of stress. Political pressure 10.90 3.25 11.08 3.15 0.62 There is no association between culture and Responsibility 9.76 2.40 10.11 2.39 1.53 occupational stress. Moderate to high level of stress for person has negative effect on physical and mental health of Under participation 11.85 3.47 12.11 3.52 0.80 individuals. Teachers play crucial role in shaping the Powerlessness 10.69 2.34 10.85 2.11 0.76 future of children. Hence, for the betterment of the society and nation it is important to support teachers Poor peer relations 12.26 3.24 12.72 3.12 1.54 to manage their working and reduce their stress. It is Intrinsic 10.60 3.34 10.67 3.32 0.21 important on the part of the teachers to identify the impoverishment problems causing occupational stress and to solve Low status 8.81 2.12 9.22 2.13 2.04* these problems competently. It will result in reducing Strenuous working 10.71 3.13 11.72 3.12 3.45** stress level and improving teachers’ efficiency. From conditions time to time in-service training programmes and Unprofitability 6.25 1.88 6.43 1.75 1.01 workshops should be organized on stress Total stress 132.3630.74 137.35 30.38 1.73 management for school teachers. There is need to Means differ significantly at *p<.05, **p<.01 improve working conditions in government schools to It can be interpreted from these results that school improve efficiency of teachers so that their potential teachers working in government schools affiliated to can be used in shaping the future of students and BSEH experienced significantly more stress related to country. role overload, low status and strenuous working References conditions than those teachers working in schools 1. Chan, K.B., Lai, G., Ko, Y.C., & Boey, K.W. affiliated to CBSE. (2000). Work stress among six professional Discussion groups: The Singapore experience. Social From the results of the present study it is Science and Medicine, 50, 1415-1432. clear that the school teachers are found to be 2. Hasan, A. (2014). A study of occupational stress moderately stressed and there are no differences in of primary school teachers. Educationia Confab, occupational stress on the basis of cultural setting 3 (4), 11-19. Retrieved from http://confabjournals. indicating that stress is a universal phenomenon. com/ confabjournals/images /204201440182.pdf These findings get support from a study conducted by 3. Miller, K., Greyling, M., Cooper, C., Lu, L., Miller et al. (2000) to examine the impact of culture in Sparks, K. & Spector, P.E. (2000). Occupational managers' experiences of work stress. Results stress and gender: A cross-cultural study. Stress revealed that there were no cultural differences in Medicine, 16 (5): 271–278 dimensions of stress- workload, relationships, 4. Olivier, M.A.J. & Venter, D.J.L. (2003).The extent home/work balance, personal responsibility, hassles, and causes of stress in Teachers in George recognition and organizational climate. region. South African Journal of Education, 23(3): Teaching, a profession which was 186-192. considered most respectful and enjoyable is 5. Reddy, G.L. & Anuradha, R.V. considered stressful now. Teachers working in (2013).Occupational stress of higher secondary Government Schools Haryana experienced more teachers working in Vellore district. International stress related to role overload, low status and Journal of Educational Planning & Administration, strenuous working conditions. Personal interaction 3 (1): 9-24 with teachers also revealed that beside teaching work, 6. Srivastava, A.K. & Singh, A.P. (1984). Manual of teachers have to do multi-tasking, thus, making them Occupational Stress Index. Manovaigyanik overloaded. As reported by government school Parikchhan Sansthan, Varanasi, India. teachers, mid-day meal consumes lot of time and 7. Kendall, E., Murphy, P., O’Neill, V. & Bursnall, S. disturbs teaching work, and that there is a lot of (2000). Occupational stress: Factors that pressure regarding online submission of reports contribute to its occurrence and effective without proper facilities in the schools and reported management. A Report to the Workers’ that they were working under strenuous conditions. Compensation and Rehabilitation Commission, Many more duties are assigned by government to Western Australia. Retrieved from compile census report and from time to time they http://www.workcover.wa.gov.au have to perform election duties also and they experienced as if there status was low status. The finding of the present study gets support from the previous literature indicating that the school 59