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Occupational Stress Among Teachers in Different Cultural Zones of Haryana Abstract the Study Was Conducted in Five Cultural Zones of Haryana State

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Occupational Stress Among Teachers in Different Cultural Zones of Haryana Abstract the Study Was Conducted in Five Cultural Zones of Haryana State P: ISSN NO.: 2394-0344 E: ISSN NO.: 2455 - 0817 Vol-II * Issue- XI* April- 2016 Occupational Stress among Teachers in Different Cultural Zones of Haryana 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, Hisar 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, Mewat, 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 P: ISSN NO.: 2394-0344 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%).
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