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Download Psychology work for 2nd year project work and more Study Guides, Projects, Research Educational Psychology in PDF only on Docsity! A STUDY OF SELF EFFICACY AND OCCUPATIONAL STRESS AMONG THE SCHOOL TEACHERS A DESSERTATION SUBMITTED To INDRA GANDHI NATIONAL OPEN UNIVERSITY IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER’S IN PSYCHOLOGY SUBMITTED BY ................................. Enrollment No: SUPERVISOR INVESTIGATOR -------------------- ------------------------ .................................. Enrollment No. .......................... IGNOU SSC IGNOU SSC SUBMITTED IN 2023 DEPARTMENT OF PSYCHOLOGY INDRA GANDHI NATIONAL OPEN UNIVERSITY MAIDANGARH NEW DELHI: 110068 CERTIFICATE OF ORIGINALITY This is to certify that the Project Report titled “A STUDY OF SELF EFFICACY AND OCCUPATIONAL STRESS AMONG THE SCHOOL TEACHERS” - submitted to Indira Gandhi National Open University in partial fulfillment of the requirement for the award of Master of Arts Degree in Psychology (MAPC) is an original work carried out by Mr./Ms ........................................ (Enrollment Number ............................. . The matter embodied in this Project is a genuine work done by the student and has not been submitted whether to this University or to any other University/ Institute for the fulfillment of the requirement of any course of study. Signature of the Learner Signature of the Supervisor Name: Name: Enrollment Number: Designation: Place: Name of institution/organisation: Date: Date: TABLE OF CONTENTS S. NO. TITLE PAGE NO. 1 INTRODUCTION 2 REVIEW OF LITERATURE 3 SIGNIFICANCE 4 METHODOLOGY 5 RESULTS AND DISCUSSION 6 CONCLUSION 7 LIMITATIONS AND SUGGESTIONS 8 REFERENCES 9 APPENDICES LIST OF THE TABLES TABLE NO. TITLE OF THE TABLES PAGE NO. 5.1 Showing frequency distribution of sample groups with respect to self efficacy among the school teachers (male and female). 5.2 Showing frequency distribution percentage of sample groups with respect to occupational stress among the school teachers (male and female). 5.3 Showing comparison of self efficacy among the school teachers (male and female). 54. Showing comparison of occupational stress among the school teachers (male and female). 5.5 Showing relationships between self efficacy and occupational stress among the school teachers (male and female). LIST OF FIGURES FIGURE NO. TITLE OF FIGURES PAGE NO. 5.1 Graphical representation of frequency distribution of sample group in terms of self efficacy among the school teachers (male and female). 5.2 Graphical representation of frequency distribution of sample group in terms of occupational stress among the school teachers (male and female). developed the model of self-efficacy that involved two types of expectations. 1. Outcome expectancy: It refers to a person's judgment that a certain behaviour will result in certain consequences. 2. Efficacy expectancy: It refers to the belief that a person. Can successfully accomplish the behaviour that results in the desired consequence i.e., person has knowledge, skills and abilities to perform a task in order to achieve the desired level of performance. Efficacy expectations are related with confidence of an individual which he/she has to carry out an action in an effort for achieving the goal. It is only the level of confidence which determines that with how much persistent one can carry out an action. The individuals, high in both outcome expectancy and efficacy expectancy continue to do their work even at the times when faced by difficulties that obstructs contiguous progress, while those who have low expectancies will lose strength at the time of difficulties. Worchel et al. (2000) defined self-efficacy as the beliefs in amount of skills and opportunities necessary for achieving the desired goal. Margols and McCabe (2006) defined Self-efficacy beliefs as one's capabilities to organize and implement the course of action essential in producing given attainments. TYPES OF SELF-EFFICACY In Bandura’s (1977a, 1977b) early clinical studies with snake phobic, participants possessed the skills to perform the particular behaviours (e.g., touch the snake) but did not perform them because of feared consequences. Their self-efficacy for performance of skills they possessed was low until they overcame these fears. In school, students spend some time reviewing what they have learned, but much time is devoted to learning new skills. Thus, it is meaningful to speak of self-efficacy for learning skills that one does not currently possess. Self-efficacy often refers to one’s perceived capabilities, but many educational situations require that students work in teams to accomplish a task. Collective self- efficacy refers to the perceived capabilities of the group, team, or larger social entity (Bandura, 1997). Collective self-efficacy is not simply the average of individuals’ self- efficacy but rather refers to what the members believe the group can accomplish by working together. The collective self-efficacy of school professional staff bears a positive relation to the achievement of students in the school (Bandura, 1993). Self- efficacy has been applied to teachers as well as to students. Teacher (or instructional) self efficacy refers to personal beliefs about one’s capabilities to help students learn (Pajares, 1996b; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). Social cognitive theory predicts that teacher self-efficacy should influence the same types of activities that student self-efficacy affects: choice of activities, eff ort, persistence, achievement (Bandura, 1997). Teachers with higher self-efficacy are apt to develop challenging activities, help students succeed, and persist with students who have difficulties. Researchers also have begun to investigate the role of collective teacher self-efficacy, or teachers’ beliefs that their collective capabilities can influence students’ outcomes (Goddard, Hoy, & Woolfolk Hoy, 2000). As with collective self-efficacy, collective teacher self-efficacy is not the average of the individual teachers’ self-efficacy but rather reflects teachers’ perceptions of the capabilities of the faculty as a whole to positively affect student outcomes (Henson, 2002). Collective teacher self-efficacy bears a positive relation to teachers’ job satisfaction (Caprara, Barbaranelli, Borgogni, & Steca, 2003). SOURCE OF SELF-EFFICACY According to social cognitive theory, motivation comes through many links between goal setting and self-efficacy. Bandura (1977) proposed four sources of self-efficacy. These are as follows: 1. Mastery Experiences: The first important source of enhancing self-efficacy is mastery experiences. Person's self-efficacy depends on experiences. If a person experiences easy successes every time they will come to expect quick results and are easily discouraged by failures. But, if a person experiences success by obstacles and through continuous and sustained efforts, a good sense of efficacy develops. According to Bandura (1997), Mastery experiences influences the self-efficacy of the person as they provide the most reliable facts of whether one can master whatever it takes to succeed. Success builds a tough belief in one's personal belief. Teachers engage themselves in teaching activities, after engaging they interpret the result of teaching activities. This interpretation helps to develop beliefs about their ability to engage in similar activities. If teachers get success consistently in activities it will raise self- efficacy, otherwise, if teachers get failure in activities, self-efficacy decreases. Thus, for prospective teachers, mastery experience is an imperative source of efficacy beliefs. (Mulholl and Wallace, 2001). 2. Vicarious Experience: The second source of increasing self-efficacy beliefs is however, compared with the early stages of learning they should need to expend less, not more, effort to succeed. In similar fashion, task persistence may be higher when skills are not well established, but as skills and self-efficacy develop, students should require less time to complete tasks. As students acquire skills, their off Children can be poorly calibrated because they do not fully understand the demands of the task and therefore overestimate what they can do. This is a common situation in school because students are learning skills and they may not fully understand what success at the tasks requires. Greater experience with tasks helps to inform students of the skills needed to succeed.ort and persistence may bear negative, rather than positive, relations to their self efficacy. A better test of these relations is made by giving students tasks that are challenging but attainable given their skill levels. Then we should expect that students with higher self- efficacy will expend greater effort and persist longer. Another issue that complicates the role of self-efficacy in learning settings is that there are factors that can affect students’ self-efficacy differently than how they affect their learning and performance. For example, calibration refers to how well self-efficacy relates to actual performance on the corresponding tasks (Pajares & Kranzler, 1995). When people judge that they are capable of performing a task and then perform it, or when they judge that they are incapable of performing it and cannot perform it, they are said to be well calibrated because self-efficacy accurately predicts performance. Conversely, when people judge that they are capable of performing a task but do not perform it, or when they judge that they are incapable of performing a task but then perform it, they are said to be poorly calibrated because of the lack of correspondence between self-efficacy and performance. In his early clinical studies with adults, Bandura (1977a, 1977b) typically found high rates of calibration; however, the situation is complicated in school settings. Calibration is educationally important. Students who overestimate their capabilities may sometimes fail, which can lower motivation. Some who underestimate what they can do may be reluctant to try the task and thereby retard their skill acquisition. Bandura (1986, 1997) argued that self-efficacy judgments that slightly exceed what one can do are desirable because such overestimation can raise eff ort and persistence. But recurring overestimation can lead to continued failure with resulting decrements in students’ motivation to learn. The social cultures of schools also may affect calibration (Schunk & Pajares, 2004). Students may perform less than their best—and lower than their self-efficacy would predict—so that they do not become socially isolated as a consequence of being perceived by their peers as overly intelligent. Research also shows that self-efficacy and performance can be related to gender differences. Girls often perform as capably as boys in various academic domains but may report lower self-efficacy, especially at higher academic levels (Pajares & Miller, 1994, 1997). Social factors may prevent girls from performing too well in mathematics and science, even though they may feel highly capable in those subjects. Because schools are different than controlled laboratory settings, the operation of self- efficacy will be more variable and its power to predict learning and performance more complex. Researchers continue to explore how instructional and social factors affect students’ learning, motivation, and self-efficacy. This focus seems important given the increasing student diversity in schools with more factors that potentially can affect achievement outcomes (Schunk & Pajares, 2004). TEACHERS’ SELF-EFFICACY A teacher’s perceived self-efficacy is a personality trait which helps him/her to succeed in enhancing his/her students’ achievements, in setting high goals for himself/herself and in pursuing these goals vigorously. Self-efficacy beliefs determine how people feel, think, motivate and conduct themselves. Such beliefs influence their cognitive, motivational and affective processes. A strong sense of self efficacy enhances a person’s well-being in many ways. People with a strong sense of self-efficacy are ready to face challenges and do not shy away from encountering them. Such an efficacious outlook fosters deep interest in activities. Those with such an outlook set themselves challenging goals and maintain a strong commitment to them. Such an outlook produces positive results, reduces stress and lowers vulnerability to depression. Pre- service teachers' sense of teacher efficacy is related to their beliefs about controlling their students. Teachers with a low sense of efficacy tend to hold a custodial orientation that takes a pessimistic view of students' motivation, which emphasizes a rigid control of classroom behaviour and relies on extrinsic and negative sanctions to get the students to study. Teachers with high efficacy beliefs create mastery experiences for their students whereas those with a low instructional self-efficacy undermine students’ cognitive development and judgments of their own capabilities. Efficacious teachers believe that they can make a difference in their students’ lives and teach in ways that demonstrate this belief. They effectively manage their classes and condition which affects an individual’s productivity, effectiveness, personal health and quality of work.” Beehr and Newman (1978) defined occupational stress as, “A condition arising from the interaction of people and their jobs and characterized by changes within people that force them to deviate from their normal functioning.” TYPES OF STRESS • Distress: Also known as negative stress. It is when a person is exposed continuously to pressure or uncontrollable situation. Generally, it’s marked by death of one’s loved one, crises, illness, misfortune, etc. • Acute Stress: It is the most common type of stress that comes with day-to-day things. In other words, it’s the stress experienced while having the things or stuff to be performed list on mind. For instance, to-do list. Some common signs of acute stress are nervousness or butterflies in the stomach, sweating in the palm, etc. • Chronic Stress: It is a stress that results from repeated exposure to situations that trigger stress hormones. These are long-term situations where the person has given up trying to find solutions. For an instance, if the efforts of a student to secure good percentage misfires every time. • Eu-stress: Also called positive stress. This is for short period and it generally improves the efficiency of the employee. Symptoms of positive stress are being excited, or motivated to do 24 something. For an instance, the stress experienced during exams generally increases the efficiency of the student to study and learn more. • Hyper Stress: It is experienced when a person is pushed beyond its comfort zone that is beyond what one can handle. Mainly it occurs due to extra workload, to do stuff in less time and impractical targets. • Hypo Stress: Opposite to Hyper Stress. This is when people get bored or have monotonous work to do. For example, when employee does not get any opportunity to learn new things for their development or when there is no change in their routine work life and work then they face Hypo stress. • Episodic Stress: It is when acute stress happens more frequently than it should and where there is a little hope of relief. STAGES OF OCCUPATIONAL STRESS There are three distinct stages, which are: stage of alarm reaction, stage of resistance, and stage of exhaustion. • The alarm stage: On the alarm stage of stress, an outside stress jolts the person, insisting on matter that must be done. It may help him/her to think of this moment as the defence through the personal experience. If the reaction is sufficient, the body will turn back to its resting situation after having successfully dealt with the source of tension. (Bauer & Erdogan, 2009). • The resistance stage: This stage begins with increasing stress and high level of anxiety and tension. However, the resistance usually results in many negative phenomena such as making urgent decisions and the occurrence of clashes or harmful conflicts. In addition, the resistance can lead also to the emergence of many positions and variables that emerge from the control of the individual and the organization in a manner that may lead to the collapse of resistance and the emergence of a group of negative problems and symptoms (Davis & Newstrom, 1997; Moorhead & Griffin, 2012). • The exhaustion stage: When the professional stress continues to act on the body, adaptation ability is eventually lost and a state of overloading is reached. In the other words, it can be said, the individual moves to this stage when he/she is exposed to sources of pressure continuously and for a long time of period, as he/she gets pressure as a result of repeated resistance and attempt to adapt (Stranks, 2005). SOURCES OF OCCUPATIONAL STRESS • A toxic working environment: A toxic working environment is one which directly influences the working and mental health of the employee as the employee spends near about 12 hours at his workplace. The working culture or the organizational culture is the shared values, thoughts or ideas which are followed by every employee in the organization. If the culture is not good for the employee i.e. if the culture is not friendly and same for every employee then they will lack the feeling of relatedness and hence the environment will become toxic for them which in turn will somehow turn to make a negative impact on them. Hence the toxicity of the environment will bring stress to them. • Negative or over workload: This is the main reason of stress among the youth and fresher’s as they are not habitual of working under pressure. They are not well familiar with the technique of handling workload. Generally, the target at the workplace builds a negative stress in the form of pressure on the employee which hampers their efficiency of working. This stress encourages a fear within them that they might lose their jobs if inferiority in teachers and causes stress among teachers. • Low economic status: The salary of teachers is miserably low as compared to other professions. Moreover, the chances of promotion are extremely limited; for this reason, most of the teachers have no genuine interest in teaching. This causes feeling of frustration. • No security of service: A large majority of teachers work in private schools. In these schools, they have no security of service, and consequently, the teachers, never enjoy the feeling of self-confidence and get frustrated. • Heavy work load: In the schools, the teachers have to take thirty periods per week. They have also to take extra periods, when some members of the staff are on leave. The compulsory organization of a co-curricular activities added atmosphere of stress and strain. • Working under autocratic headmasters: Though, we prefer that there should be democratic system of administration in the schools, but in actual practice, the headmasters act as bosses, 31 and their attitude towards the teachers is autocratic rather than democratic. This type of attitude is of great insult and injurious to the self- respect of teachers. • Monotony of Work: The teachers are required to teach the same topics year after year, which make their work boring and monotonous. There are no challenging situations and no variety in their work. The teacher keeps himself busy in preparing the students for examination. This causes stress among teachers. • The problem of indiscipline: In the schools, it is the responsibility of the teachers to maintain discipline; but the causes of indiscipline are numerous and most of these are beyond the control of teachers. Under these circumstances, the teachers feel helpless and frustrated. • Social Factors: Man is born in society. He has to shape his conduct in conformity with the customs and values of society. Sometimes teachers feel helpless to cope with social norms and feel stressed. • Gastrointestinal: Loss of appetite, heartburn, miscellaneous i.e. anxiety, muscle pain, painful urination, etc. all these factors causes emotional disturbance and stress. • Lack of Professional Aptitude: Lack of professional aptitude and devotion to the profession causes stress among teachers. • Occupational Hazards: Frequent criticism, restrictions, extra workload, high expectations of the members of society and leg pulling among teachers etc. create conflicts in the minds of teachers and leads towards stress. • Autocratic Supervision: The supervision and inspection of the teachers work is autocratic. The higher authorities interfere unnecessarily in the work of teachers. They are generally in habit of finding faults only leads to occupational stress. • Recruitment system: In most of cases teachers are appointed on the basis of other considerations rather than teaching aptitude and teaching abilities. This situation creates conflict and jealousy among teachers which leads to frustration. These are some of the important causes which are responsible for the occupational stress among teachers. These causes should be removed as far as possible. OCCUPATIONAL STRESS AND TEACHER Occupational stress has become increasingly common in teaching profession largely because of increased occupational complexities and increased economic pressure on individuals. A major source of distress among teachers is result of failure of school to meet the social needs and jobs demands of the teachers. The teacher must be aware of his clear role to build up the nation. Teachers are over burdened with regular teaching load. Occupational satisfaction is a necessary condition for a healthy growth of teacher’s personality. A teacher at present has a vulnerable position. College teachers protest that they are not paid enough. The importance of pay or a factor in occupational has been greatly over emphasized. In general, occupational stress arises from the working conditions/environment of a system, when we talk of stress among teachers. Many factors cause stress among teachers. School teachers face high amounts of stress during teaching and handling students; Classroom in developing countries remain overcrowded and teacher face intensive verbal communications, prolonged standing, high volume of work load. Teachers are also over burdened with regular teaching work and non-teaching work as election duties, duty in census; populations counting etc. the teachers are often heard of complaining about. Teaching profession occupies important and prestigious place in society. Teachers are considered as the creators of leaders, scientists, philosophers, advocates, politicians and administrators. Teacher is the principle means for implementing all educational programmes of the organizations of educations. With the changing socio-economic teachers have better job satisfaction and less occupational stress and anxiety than female teachers working in private schools. The finding of the present study also provides insight to private authorities to identify the causes behind stress and dissatisfaction to boost up the sense of security and satisfaction among private school teachers. Swarnalatha (2019) the present study on impact of teacher self-efficacy on academic achievement of secondary school students. Sample of 236 high school teachers teaching in these schools were selected and 2842 students of the selected teachers. The results of the study revealed that teacher self-efficacy showed significant positive impact on academic achievement of students. Narasimha, M, L. & Reddy, L.K. (2017) the present study was undertaken to study the impact of emotional maturity, intelligence and self-efficacy on the academic achievement of teacher trainees. The sample of the study consisted of 400 teacher trainees selected from different B.Ed. colleges of Kadapa district of Andhra Pradesh. The tools used in the study are Emotional maturity scale, Raven's Progressive matrices and General self-efficacy scale (GSE). The data was analyzed by using mean, standard deviation and t-test. The result shows that there is a significant difference between male and female trainees with regard to emotional maturity, intelligence and self-efficacy. Kadam (2018) the main purpose of this research was to compare the mental health and occupational stress among added and un added school teachers The total sample consisted of 80 are 40 are added & other 40 are un added school teachers. The research tool for mental health measured by “D.J. Bhatt & Gida’s mental health questionnaire” and occupational stress measured by Shrivastav & Singh’s Occupational difference and r was applied to find out correlation. Result shows that t value mental health was 1.63 and occupational stress were 0.09, both are lower than the value of t table. Therefore, the study revealed that there was no significant difference between Added and Un Added School Teachers in mental Health & Occupational Stress. r value was 0.64 which is positive and significant at 0.01 level. Qusar (2018) in a nationwide sample of people at different occupational levels that tension increases with rank and with income. There is relationship between a person’s rank in a organization and the amount of pressure from associates. The present study was undertaken to study the Occupational Stress of primary, middle, high and higher secondary teachers who were working in state Government, public/missionary, army and Navovidayalas of Kashmir Valley. For measuring the Occupational Stress by Dr. A.K. Srivastava and Dr. A. P. Singh.was used. The sample of the study consisted of 720 teachers randomly selected from the schools of eight districts of whole Valley. The data was analyzed through mean, S.D, t-test and three-way ANOVA. The findings of the study revealed that Age, Qualification, Experience and Marital status affects the Occupational Stress of teachers. Gupta and Kumai (2018) the aim of this study was to investigate the role conflict on the basis of occupational stress and gender among secondary school teachers. Role conflict was treated as dependent variable whereas occupational stress (more and less) and gender (male and female) were treated as independent variables. Descriptive survey method was employed for the present study. A sample of 350 teachers was taken using multi-stage random sampling technique. Teachers Role Conflict Scale by Gupta and Nain (2016) and Teachers Occupational Stress Scale by Jamal and Raheem (2012) were used to collect the data. Two-Way ANOVA with 2x2 factorial design was used to analyze the data. Levene’s Test of Homogeneity of Variance was also applied to test the assumptions of homogeneity of variance for ANOVA. There was found a significant main effect of occupational stress; and gender on role conflict of secondary school teachers. A significant interaction effect of occupational stress and gender was reported on role conflict of secondary school teachers. The findings of the present study suggested that the employers and administrators should supervise the institutions in such a way to keep the level of role conflict and occupational stress among teachers at minimum so that maximum productivity and effectiveness can be obtained from the teachers. Menon (2017) the study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exists significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exists in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization. Sharma and Kaur (2017) the present study was conducted on a sample of 500 married women teachers teaching in schools and colleges in the state of Punjab, India. Data was collected with the help of teacher self-efficacy scale constructed and standardized by investigator. The major findings of the study reveal that school and college women Teacher efficacy scale and questionnaire of professional development of higher secondary school teachers were used for collecting the data. The t test has been applied to test the significance of difference between mean scores of teacher efficacy and professional development based on gender, type of school management and experience. The result revealed that there are significant differences between male and female teachers, government and private school teachers and more experienced and less experienced teachers in the mean scores of professional developments. Similarly, teacher efficacy of government and private school teachers is significantly different. Teacher efficacy of male and female teachers and more experienced and less experienced are not significantly different. It was further revealed that there is no significant effect of teacher efficacy on professional development of teachers. It was concluded that no significant difference exists between the groups with regard to their professional development. Wangeri and Otangel (2014) this study explored demographic and contextual predictors of Personal Teacher Efficacy and the extent to which they determine teachers' choice of either traditional or innovative teaching techniques. The study was conducted among a convenient sample of 80 primary school teachers (70.9% female and 29.1% male) attending a degree program at Kenyatta University in Mombasa campus, Coast Province, Kenya. Data were collected through a self-report questionnaire adapted from the Teachers' Sense of Self-Efficacy Scale (TschannenMoran & Hoy, 2001) and the Mentor Support Scale (Capa & Loadman, 2004). A series of multiple regression analyses was done on data collected. Teacher efficacy was found to vary by gender, length of teaching and subject taught. Demographic characteristics did not influence the choice of teaching techniques. Verbal persuasion and mastery predicted personal teacher efficacy. Mastery significantly predicted use of innovative techniques in teaching. Personal teacher efficacy mediated the relationship between verbal persuasion and mastery in the use of traditional methods but not for innovative methods. Reddy (2014) the Study are 400 teacher trainers studying Science and are methodologies in various private B.Ed. college in Kadapa Pradesh. A 2x2x2 Factorial design is employed in the study to assess in the impact of emotional maturity. Intelligence and Self – efficacy on Academic achievement among teacher trainers. This study is finding are (1) Teacher trainers with low emotional maturity have performed better in their Academics than those with high emotional maturity. (2) There is no significant difference between teacher trainers with high self-efficacy and low self –efficacy and in their academic achievement. (3) Teacher trainers with high intelligence performed better in their academics than those with low intelligence. (4) There is significant interaction between emotional maturity and self-efficacy, emotional maturity and intelligence and self –efficacy with regard to academic achievement. (5) There is no significant interaction among emotional maturity self –efficacy and intelligence with regards to academic achievement. Nagra and Kaur (2014) the present study aims at finding out the level of occupational stress and its relation to coping strategies in relation to their gender, subject streams and nature of job. Occupational Stress Index and self-constructed Coping Strategies Scale were used to collect data from a random sample of 200 secondary school teachers. Statistical techniques such as mean, standard deviation, t test and linear regression were employed for the analysis of data. The results revealed that secondary school teachers experienced moderate level of occupational stress and moderately used coping strategies. Significant differences were indicated regarding occupational stress among secondary school teachers in relation to gender and nature of job whereas insignificant differences were noted in relation to subject streams. Results also revealed insignificant differences for coping strategies in relation to gender and subject streams but significant differences for nature of job. The linear regression model showed a significant negative relationship between occupational stress and coping strategies. Kumar et al. (2013) stress, in general, and occupational stress in particular is a fact of modern day life that seems to have been on the increase. Teacher stress is a real phenomenon and is associated with problems of recruitment, health and retention of teachers. The main purpose of the study was to find out and compare the occupational stress level among male and female elementary school teachers of District Pulwama (J & K) India. The sample consisted of 100 elementary school teachers, 50 male and 50 female teachers. A. K Srivastava and A. P Singh’s Occupational Stress Index was administered on selected sample for collection of data. The collected data was statistically analyzed and interpreted by applying Mean, S.D and t-test. The investigators found that male and female elementary school teachers differ significantly on overall occupational stress level. It was found that female elementary school teachers have more occupational stress level than their male counter parts. CHAPTER 4 RESEARCH METHODOLOGY This chapter explains the various techniques & methods used in consonance with the objectives & hypotheses of the present study. RESEARCH PROBLEM The present research aims to study the self efficacy and occupational stress among the school teachers of Jammu. Objectives of the Study The present study will be conducted with the following objectives in mind:- 1) To assess the level of self efficacy and occupational stress among the school teachers (male and female). 2) To study the difference between self efficacy and occupational stress among the school teachers (male and female). 3) To find the relationship between self efficacy and occupational stress among the school teachers (male and female). Hypotheses of the Study The following will be the proposed hypothesis of the study:- 1) There will be no significant difference in the self efficacy among the school teachers (male and female). 2) There will be no significant difference in the occupational stress among the school teachers (male and female). 3) There will be no significant relationship between self efficacy and occupational stress among the school teachers (male and female). OPERATIONAL DEFINITION Occupational Stress – this is a type of stress related to work place, when the teacher educators feeling mental, physical and emotional pressure which create imbalance with the job requirements. It is also the need and expectations from the job which the teacher educators are demanding. The occupational stress of an individual is the score obtained from the occupational stress scale Self Efficacy –these are the abilities of the teacher educators which motivate them to maintain position at their occupation. The self efficacy of an individual is the score obtained from the self efficacy scale SAMPLE OF THE STUDY: In order to collect the relevant data, a sample of 100 school teachers (male and female) of Jammu will be involved. Teachers (male and female) will be selected randomly from Jammu. Non probability sampling (purposive sampling) technique will be used for data collection. MALE FEMALE TOTAL 50 50 100 RESEARCH DESIGN Research Design is a blue print for the collection, measurement and analysis of data. It answers the what, where, when and how of the research study. It is an outline of the research objectives, sample selection to analysis of data. In the present study the attempt is made to find out the self efficacy and occupational stress among the school teachers (male and female). The present study is based on non-experimental design. TOOLS AND TECHNIQUES OF DATA COLLECTION: The tools for the present investigation to collect data are as under: • Demographic Information Sheet: Demographic Information Sheet will be used to collect various demographic information about the sample including age, gender, type of family. • GENERAL SELF-EFFICACY SCALE BY SCHWARZER, R. & JERUSALEM, M. (1995). The scale is generally self-administered, as part of a more comprehensive questionnaire. Preferably, the 10 items are randomly mixed into a larger pool of items that have the same response setup. Normally, it requires 4 minutes to complete the scale. Responses of the scale are made on a 4-point scale ranging from not at all true to exactly true. The total score is calculated by finding the sum of all responses. For the general self- efficacy scale, the total score ranges between 10 and 40. Where, the higher score on the CHAPTER 5 RESULTS AND DISCUSSIONS This chapter sequentially presents the results & interpretation of the present study along with their interpretation in light of standard criteria mentioned by researchers. It is systematically oriented to objectives & hypotheses stated earlier. Table 5.1:- Showing frequency distribution percentage of sample groups with respect to self efficacy among the school teachers (male and female). Variable Low Average High Sample size F % F % F % Self efficacy 25 25% 65 65% 10 10% 100 From the above table, It is evident that in self efficacy, 25% scored low, 65% scored average and 10% scored high. The following graph clearly represents these findings. Figure 5.1:- Graphical representation of frequency distribution of sample group in terms of self efficacy among the school teachers (male and female). Self efficacy 0 20 40 60 80 100 120 High Average Low Table 5.2:- Showing frequency distribution of sample groups with respect to occupational stress among the school teachers (male and female). Dimensions of occupational stress Low Average High Sample sizeF % F % F % Work Load 10 10% 60 60% 30 30% 100 Role Ambiguity 15 15% 70 70% 15 15% Groupism and External Pressure 5 5% 75 75% 20 20% Responsibility 15 15% 55 55% 30 30% Powerlessness 10 10% 65 65% 25 25% Work Relationships 30 30% 50 50% 20 20% Working Conditions 24 24% 45 45% 31 31% Personal Inadequacy 14 14% 63 63% 23 23% Lack of Motivation 10 10% 73 73% 17 17% From the above table, it is evident that occupational stress of dimension Work Load in case of low is 10%, 60% scored average and 30% scored high; in occupational stress of dimension Role Ambiguity 15% scored low, 70% scored average and 15% scored high; in occupational stress of dimension Groupism and External Pressure 5% scored low, 75% scored average and 20% scored high; in occupational stress of dimension Responsibility 15% scored low, 55% scored average and 30% scored high; in occupational stress of dimension Powerlessness 10% scored low, 65% scored average training colleges in Botswana, and to determine as to whether there are differences associated with gender, age and college. A total of 598 pre-service teacher trainees completed the quantitative survey. Self-efficacy was measured using the Long Form version of the Teachers’ Sense of Efficacy Scale which comprises of 24 items divided 3- subscales of 8 items each. The self-efficacy score for each student on each subscale was measured using the average score on the 8-items that make up the scale. Analysis of variance was used to investigate if self-efficacy depended on gender, age and college. The findings revealed that the level of self-efficacy was moderated among the trainees, averaging around 3.8 on a scale of 1 to 5. Self-efficacy increased with age for each subscale. Females outperformed males with respect to student engagement, but there were no significant gender differences with respect to instructional strategies and classroom management. There were significant differences between the five colleges with respect to each sub-scale, with one particular college having the lowest mean on all subscales, and another having the highest mean on all subscales. Interestingly the colleges that train primary had higher mean scores than those that train and secondary school teachers. However, further investigations revealed some partial confounding between age and school. The findings suggest that more efforts should be put into empowering pre-service teachers to develop self-confidence in class room management, instructional strategies and student engagement. HYPOTHESES 2- There will be no significant difference in the occupational stress among male and female employees. Table 5.4:- Showing comparison of occupational stress among male and female employees. Dimensions of Occupational stress Nature N Mean Std. Deviation t-value Work Load Male Female 50 50 10.72 12.14 2.31 3.17 0.96 Role Ambiguity Male Female 50 50 5.97 5.95 1.95 1.68 0.10 Groupism and External Pressure Male Female 50 50 6.10 5.82 2.14 1.97 0.95 Responsibility Male Female 50 50 5.81 5.74 2.01 2.03 0.23 Powerlessness Male Female 50 50 5.40 5.46 1.75 1.65 -0.26 Work Relationships Male Female 50 50 6.01 5.92 1.89 1.73 0.34 Working Conditions Male Female 50 50 11.72 12.15 2.30 3.18 -1.09 Personal Inadequacy Male Female 50 50 15.22 15.89 2.96 3.24 -1.52 Lack of Motivation Male Female 50 50 16.85 17.35 3.68 02.94 -1.05 NSI= Not Significant t-value The above table indicates the mean, Standard Deviation of Mean values of occupational stress among the school teachers (male and female). The t-test was statically insignificant as the obtained value is lower than the tabulated value required. The t- values of occupational stress are 0.96, 0.10, 0.95, 0.23, -0.26, 0.34, -1.09, -1.52, -1.05 which are statistically insignificant at 0.05 level of significance. Hence, our null hypothesis which states that, “there will be no significant difference in occupational stress among the school teachers (male and female)” stands accepted. Vaishalee Bhrigu Occupational Stress” is an unavoidable phenomenon in human life in today's world of rapid industrialization and increasing urbanization. It is a psychophysical condition which affects an individual's productivity, effectiveness, personal health and quality of work. Teacher stress is a specific type of occupational stress. Teaching profession can be identified as a stressful occupation in this modern challenging world which can adversely affect the health of the teachers which in turn affects the students and the learning environment. In India, the average strength of class is about 60-70 students. This might make teachers feel stress. As they have to cater the needs of each & every child, fulfilling the learning needs of 70 students simultaneously can be a daunting task for a teacher. In this paper, attempts have been made to study the level of stress among male and female teachers working in government, semi-government and private schools. Three government, semigovernment and private schools were selected to draw the sample randomly. Approximately 10 school teachers were selected from every school using stratified random sampling, this makes a total of 90 school teachers. Data was collected through Teacher Stress Scale by Dr. Tinku De. Frequency, percentage, mean, standard deviation and t-test were done using SPSS version 20.0. Findings revealed that the highest number of male teachers is in average stress level whereas maximum female teachers were under above average level of stress. In comparison to government school teachers; CHAPTER 6 DISCUSSION AND CONCLUSION In this chapter, the summary and conclusion is presented and lastly the limitations and future research directions have also been mentioned. The present study was done with the purpose of studying the self efficacy and occupational stress among the school teachers. On the basis of literature review, objectives and hypotheses were formed. To measure the hypotheses a sample of 100 school teachers (50 male and 50 female) were selected. The variables are studied by using two tools; General self-efficacy scale by Schwarzer, R. & Jerusalem, M. (1995) & Teacher’s occupational stress scale by (sharma and kaur, 2013). As for as statistical techniques used are concerned, descriptive statistics, t–test & Pearson correlation were used. From analysis of frequency distributions, it can be concluded that on the understudy constructs (self efficacy and occupational stress), majority of the participants fall in the average category, although a significant number falls in high and low categories also. The other conclusions drawn include:- The results of comparative statistics revealed that a significant difference exists in self efficacy among the school teachers (male and female). Teacher self- efficacy refers to a teacher’s “judgment of his/her capabilities to bring about the desired outcomes of student engagement and learning, even among students who may be difficult or unmotivated” (Tschannen-Moran & Woolfolk Hoy, 2001, p. 783). Teachers’ efficacious beliefs are related to the ability for the teacher to devote their time to professional instruction and to be accountable in educating all students including those with learning disabilities (Dembo & Gibson, 1985). Perceived self-efficacy, according to Bandura (1997), includes “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (p. 3). In this study we propose the use of self-efficacy beliefs among pre-service teachers as a measure of the quality and training of teachers in Botswana. This is justifiable because teacher efficacy has been found to be more consistently correlate with student behavior and their learning outcomes than any other teacher characteristic (Tschannen-Moran & Woolfolk Hoy, 2001). In an extensive review of the literature regarding teacher efficacy, Haverback and Parault (2008) found that self-efficacy beliefs were positively associated with willingness to embrace innovative teaching techniques, job satisfaction among teachers and desire to stay in the job, and negatively associated with professional burnout. Other researchers such as Henson, Kogan and Vachar Haase (2001); Shaughnessy (2004); Tschannen-Moran and Woolfolk Hoy (1998) and Tschannen- Moran and Woolfolk Hoy (2001) have found positive relationships between teachers’ sense of efficacy and good teaching behaviors, patience, commitment, enthusiasm and instructional actions taking place in the classroom settings. Teachers who possess high efficacious beliefs are more likely to accept new ideas, to use new teaching techniques and are passionate about teaching than teachers with lower efficacious beliefs (Allinder, 1994; Bandura, 1993; Guskey, 1988; Ross, 1992; Stein & Wang, 1988). Teachers with a high sense of efficacy tend to be more passionate about teaching (Allinder, 1994; Bandura, 1993). They accept new ideas and make attempts to use new teaching methods to help students learn (Guskey, 1988; Stein &Wang, 1988). Pre- service teachers have been thought of as teachers who ought to have stronger efficacious beliefs to function in the education field (Mulholland & Wallace, 2001). Hence they offer an excellent entry point for studying teacher efficacy levels, because unlike regular teachers, they have not yet experienced the reality of the classroom, which as observed by Harverback and Parault (2008), “may take away some of the idealism with which (they) enter the classroom”. Woolfolk Hoy, and Burke-Spero (2006) found that the level of efficacy among pre-service teachers increased with training, then decreased during their first year of teaching. There is no significant difference in occupational stress among the school teachers (male and female). experienced stress under various circumstances, such as planning lessons, managing classroom’s discipline (Chaplain, 2008; Kyriacou & Kunc, 2007), conducting and monitoring extracurricular activities (Brown, 2005), classroom demands and resources (McCarthy et al., 2009), handling difficult students and pressure of student’s parents(Geving, 2007). Heavy workload, time pressure, education reforms, external school review, pursuing further education, and managing student’s behaviour and learning were the most frequently reported sources of work stress (Chan, Chen & Chong, 2010).Other cited reasons for teacher stress are lack of administrative support (Blase, Blase, & Du, 2008; Lambert et al., 2006) and the excessive number of tasks that are required of new teachers who have not acquired successful task- management skills (Brown, 2005). Past research shows that poor working conditions, poor relations with super ordinates and late payment of teacher’s salaries were major sources of stress among teachers (Ekundayo & Kolawole, 2013). Studies have shown (Klassen, Krawchuk, Rajani, 2008). They also believe that self efficacy strongly influences our task, choice, level of effort, persistence, and resilience. Robert and Ming (2010) found that female teachers had greater workload stress, greater classroom stress from student behaviours, and lower classroom management self-efficacy. Tuchman and Isaacs (2011) found that formal pre-service training has been shown to be effective in building teacher self-efficacy beliefs. CHAPTER 7 LIMITATIONS AND SUGGESTIONS LIMITATIONS As we all know that research is a continuous process and is never completely perfect due to certain unavoidable circumstances. Every research carries certain flaws that give insight for new research. Keeping in view the above facts, the present piece of work is also subject to certain limitations which the investigator has realized/ understood during the research process. These limitations are: 1. The scale was not translated into local language. 2. The sample size was small. 3. Other districts of Jammu were not included. 4. Only two variables were taken in the present study. SUGGESTIONS Further research needs to be carried out on the basis of present study with certain considerations to improve authenticity of the results for policy makers and other concerned authorities for preparing action plans for the eradication of such type of menace in the society. Some of the suggestions that investigator has realized are listed here: 1. The present study was conducted on 100 school teachers (male and female). It is therefore suggested that similar study may be conducted on large samples, so that the result obtained may be more reliable. 2. The present study was confined to Jammu only. A similar study may be conducted to other cities and districts of states. 3. The study may be conducted by taking other variables like Psychological wellbeing, emotional intelligence, self esteem, locus of control etc. conflict among teachers an Empirical study” International Journal of Current advanced Research vol. 7(3). Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69. Hasan, A. (2014). A study of occupational stress of primary school teachers. Educationia Confab, 3(4), 11-19. Haverback, H. R., & Parault, S. J. (2008). Pre-service reading teacher efficacy and tutoring: A review. Educational Psychology Review, 20(3), 237-255. Kadam Z. (2018). Mental Health and Occupational Stress among Added and UN Added School Teachers. International Journal of Indian Psychology, 6 (5). 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Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. http://dx.doi.org/10.2307/1495395 Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON. Sharma, S. & Kaur, R. (2017). “Self-efficacy of woman Teacher in state of Punjab, Journal of education and Applied Social Science, 8(1), 179-182. Shaughnessy, M. (2004). An interview with Anita Woolfolk: The educational psychology APPENDICES DEMOGRAPHIC SHEET Name........................................... Date.......................................................... Age.............................................. Gender(circle) M/ F ................................ Other........................................... GENERAL SELF-EFFICACY SCALE (GSE) S no. STATEMENTS Not at all true Hardly true Moderately true Exactly true 1 I can always manage to solve difficult problems if I try hard enough. 2 If someone opposes me, I can find the means and ways to get what I want. 3 It is easy for me to stick to my aims and accomplish my goals. 4 I am confident that I could deal efficiently with unexpected events. 5 Thanks to my resourcefulness, I know how to handle unforeseen situations. 6 I can solve most problems if I invest the necessary effort. 7 I can remain calm when facing difficulties because I can rely on my coping abilities. 8 When I am confronted with a problem, I can usually find several solutions. 9 If I am in trouble, I can usually think of a solution. 10 I can usually handle whatever comes my way. OCCUPATIONAL STRESS SCALE (By: Dr. Meenakshi Sharma and Dr. Satvinder Pal Kaur, 2014) S no . STATEMENTS Strongly Agree Agre e Un- decide d Disagre e Strongl y Disagre e 1 Due to excessive workload and lack of time I am unable to perform the work which I really want to perform in school. 2 The strained relations with some of any colleagues put stress on my mind. 3 Sometimes I have to do work under the tense circumstances. 4 My suggestions for the improvement of the working environment are rarely welcomed. 5 I have to do the work with some persons whom I dislike. 6 I often feel the tension of my job even at home. 7 There is interference of