Professional Documents
Culture Documents
In
By
JAYASHREE NAYAK
Approved by :
Chairman : ____________________________
(SUSHEELA P. SAWKAR)
Members : 1. __________________________
(GANGA YENAGI)
2. __________________________
(SUMA HASALKAR)
3. __________________________
(A. R. S. BHAT)
CONTENTS
LIST OF TABLES
Table
Title
No.
Figure
Title
No.
LIST OF APPENDICES
I Interview Schedule
Modern living has brought with it, not only innumerable means of comfort, but also a
plethora of demands that tax human body and mind. Now-a-days everyone talks about stress.
It is cutting across all socio economic groups of population and becoming the great leveler.
Not only just high pressure executives are its key victims but it also includes labourers, slum
dwellers, working women, businessmen, professionals and even children. Stress is an
inevitable and unavoidable component of life due to increasing complexities and
competitiveness in living standards. The speed at which change is taking place in the world
today is certainly overwhelming and breathe taking. In the fast changing world of today, no
individual is free from stress and no profession is stress free. Everyone experiences stress,
whether it is within the family, business, organization, study, work, or any other social or
economical activity. Thus in modern time, stress in general and job stress in particular has
become a part of the life and has received considerable attention in recent years. Stress has
become the core concern in the life of everyone, but everybody wants stress-free life. Stress
is a subject which is hard to avoid. Stress is a part of day-to day living. Every individual is
subjected to stress either knowingly or unknowingly. Stress, long considered alien to Indian
lifestyle, is now a major health problem / hazard.
Stress is difficult to define precisely. The concept of stress was first introduced in the
life sciences by Selye Hans in 1936. It was derived from the Latin word ‘stringere’; it meant
the experience of physical hardship, starvation, torture and pain. Selye Hans, 1936 defined
stress as “the non-specific response of the body to any demand placed upon it”. Further,
stress was defined as “any external event or internal drive which threatens to upset the
organismic equilibrium” (Selye Hans, 1956). Another definition given by Stephen Robbins
(1999) stress has been stated as “a dynamic condition in which an individual is confronted
with an opportunity, constraint or demand related to what he / she desires and for which the
outcome is perceived to be both uncertain and important.”
Stress affects not only our physical health but our mental well being, too. To
successfully manage stress in everyday lives, individual can learn to relax and enjoy life. The
best way to manage stress is to prevent it. This may not be always possible. So, the next best
things are to reduce stress and make life easier.
Stress refers to any environmental, organizational and individual or internal demands,
which require the individual to readjust the usual behaviour pattern. Degree of stress results
from events or situations that have potential to cause change. Stimuli or situations that can
result in the experience of stress are called stressors. There are three major sources of
stress- environmental, individual and organizational.
Environmental stress is not only caused by the factors intrinsic to job, but also
influenced by the environmental or extra organizational factors. Stress results because of the
individual’s interaction with environmental stimuli or factors such as societal or technological
changes, political and economical uncertainties, financial condition, community conditions etc.
The stress which an individual experiences in an environment is carried with him in another
environment also, thus increasing the stress and causing stress to others also.
There are many factors at the level of individual which may be generated in the
context of organizational life or his personal life like life and career change, personality types,
role characteristics. Any change in career life of an individual puts him in disequilibrium state
of affairs and he is required to bring equilibrium. In this process individual experiences stress.
Personality type / characteristic such as authoritarianism, rigidity, masculinity, femininity,
extroversion, spontaneity, locus of control are particularly relevant to individual stress. When
people become members of several system like family, voluntary organization, work
organization etc., they are expected to fulfill certain obligations to each system and to fit into
defined places in the system. These various roles may have conflicting demands and people
experiences role stress as they are not able to fulfill the conflicting demands or requirements.
Stress has been considered as one of the major factors in work organization (Agrawal
et al., 1979). Sources of stressors in the employment organization identified by Pestonjee
(1992) are work, role, personal development, interpersonal relations and organization climate.
Work which requires a lot of manual dexterity have a greater chance of inducing
stress in the worker who work there. Work in the organization can induce stressors when the
activities to be performed are either too difficult and complex or repetitive and monotonous.
Uncomfortable working conditions extract extra energies from the worker. Stress is inevitable
/ unavoidable, when large amount of work is expected beyond the capacities of the worker
and work has to be performed keeping in view the set deadlines. The five aspects related to
stressors intrinsic to work like, boredom, physical working conditions, time pressure and dead
lines, work demands, job design and technical problems.
Role can be a source of stress when there is ambiguity about job responsibility and
limits of authority, role set members have conflicting expectations on the way in which a role
should be performed. Thus, role in terms of its normative, interpersonal and self congruence
aspect can give rise to stress.
Major clusters of potential stressors identified to measure personal development
stressors in the employment organization were over promotion, under promotion, role
stagnation, job security, ambitions, success and gender discrimination.
The kind of relationship the role incumbent has with members in the organization
determines the level of interpersonal relations stressor he or she experiences. Relationship
with boss, peers and subordinates were the three aspects included under this stressor
component.
The climate that persists in the organization can be potential source of stressors. The
freedom given to plan the work, weightage given to the views and opinions, participation in
decision making, sense of belonging, free and fair communication and sympathetic approach
towards personal problems were considered to measure the stressors in organizational
climate.
It is interesting to note that, stress has two faces. It is a good servant, but a bad
master. In other words, it can be one’s best friend or worst enemy. A certain amount of stress
is necessary to achieve success, but undue stress causes distress. Although we tend to think
of stress as caused by external events, events in themselves are not stressful. Rather it is the
way in which an individual interpret and react to events that makes them stressful. Stress is
received by different people differently. If two people experience the same amount stress or
pressure, one may take it as positive or healthy types or the other may accept it as negative.
Stress is often referred to as having negative connotation. The calamitous consequences of
stress can affect an individual in three ways i.e. physiological, psychological and behavioral.
Mental stress may be accompanied by anger, anxiety, depression, nervousness,
irritability, tension and boredom. Physical stress is accompanied by high blood pressure,
digestive problem, ulcers and indigestion, palpitation, chest pain, skin disorder muscle
tension, head ache, loss of appetite, restlessness, ulcers, shut down of menstrual cycle,
impairment of fertility among male and depletion of vitamin C,B and D in the body. Behavioral
Stress may be symptomized in the behaviour such a overeating or under eating, loneliness,
sleeplessness, absentiseem, alcohol consumption, increased smoking and drug abuse.
Further the stress can affect either positively or negatively to employee performance.
Positive qualities are those in which the individual may feel more excited and agitated and
perceive the situation positively as a form of challenge (Selye, 1956). Stress is also described
as posing threat to the quality of work life as well as physical and psychological well-being
(Cox, 1978). A high level of occupational stress, not only detrimentally influence the quality,
productivity and creativity of the employees but also employee’s health, well being and morale
(Cohen and Williamson, 1991) Job related stress tends to decrease general job satisfaction.
Stress can be either temporary or long term, mild or severe, depending mostly on
how long it continues, how powerful they are and how strong the employee’s recovery powers
are. But major stress problems are sustained for long period. If one does not react to the
stress, it may create some other Trauma. It is another severe form of stress. The nature of
loss may have an effect on the individual’s perception of the stressful events as well as the
avoidance, intrusion and hyper arousal symptoms of post traumatic stress.
The specific stress experienced by people, often depends on the nature and
demands of the setting in which people live. Thus, teachers, engineers, doctors, managers
and people in other professions experience different types of stresses to different degrees.
The professional role is extremely demanding because they serve to the society. Stress
among teachers has become a topic of professional interest but studies relating to teacher’s
stress have not been carried out on large scale. Research comparing the stress level
between teachers and others professional group are also scanty.
Stress disturbs the equilibrium of the body. It affects physically, emotionally, and
mentally. When individuals experience stress or face demanding situation, they adopt ways of
dealing with it, as they cannot remain in a continued state of tension. How the individual deals
with stressful situations is known as ‘coping’. There are two major targets of coping: changing
ourselves or changing our environment. Coping refers to a person’s active efforts to resolve
stress and create new ways of handling new situations at each life stage (Erikson, 1959)
The goals of coping include the desire to maintain a sense of personal integrity and to
achieve greater personal control over the environment. Then he modifies some aspects of the
situation or the self in order to achieve a more adequate person-environment fit. Coping thus,
is the behaviour that occurs after the person has had a chance to analyze the situation, take a
reading of his or her emotions and to move to a closer or more distant position from the
challenge.
The present study was designed to analyze the factors influencing stress and coping
strategies among the degree college teachers of Dharwad city, Karnataka with following
specific objectives:-
1. To study the factors influencing stress and the stressors among the degree college
teachers
2. To analyze the level of stress among the degree college teachers
3. To study the coping strategies adopted by the degree college teachers
4. To know whether gender difference exists with regards to stress and coping
strategies
2. REVIEW OF LITERATURE
Stress is an unavoidable characteristic of life and work. In any job, there are wide
variety of potential causes of stress, some of which are common to both men and women,
and others are specific to each group. Occupational stress describes physical, mental and
emotional wear and tear brought about by incongruence between the requirement of job and
capabilities, resources and needs of the employee to cope with job demands (Akinboye et al.,
2002).
The word coping has been used mainly with two meaning- ways of dealing stress and
the effort to master harmful conditions, heat or challenge (Pareek,1997).
Successful individuals demonstrate exceptionally effective interpersonal skills. Above
and beyond their technical expertise, they are adept at positively influencing other people. In
the work place this means understanding the underlying motivations of others, their thoughts
and feelings, communicating effectively about these, which includes giving and receiving the
effective feed back and enrolling people in doing what needs to be done with minimal stress,
conflict and resistance.
An attempt is made to critically review the literature of the past research work in
relevance to the present study. Some important and relevant studies on stress and coping
strategies among the degree college teachers and also the studies relating to work related
variables to occupational stress and coping ability were presented under the following
headings:
2.1 Concept of stress
2.1.1 Definition and concept of stress
2.2 Factors influencing stress
2.2.1 Demographic factors and stress
2.2.1.1 Age
2.2.1.2 Education
2.2.1.3 Occupation and position
2.2.1.4 Experience
2.2.1.5 Type of family
2.2.2 Organizational factors and stress
2.2.2.1 Work stressors
2.2.2.2 Role stressors
2.2.2.3 Personal development stressors
2.2.2.4 Interpersonal relationship stressors
2.2.2.5 Organizational climate
2.3 Level of stress
2.4 Coping strategies
2.5 Gender differences in relation to stress and coping strategies.
2.5.1 Gender differences in relation to stress
2.5.2 Gender differences in relation to stress coping strategies.
| X1 – X2 |
t=
2
{(n1-1) S12 + (n2-1) S22}
S =
(n1 + n2 – 2)
Where,
X1 = mean of the first group
X2 = mean of the second group
n1 = number of observations in the first group
n2 = number of observations in the second group
2
S1 = variance of first group
S22 = variance of second group
2
S = Pooled variance of S1 and S2
3.7.3 Karl Pearson’s correlation coefficient was used to measure the relationship
between different components of employment organization sources of stressors and
demographic characteristics such as age, education, designation, total service,
monthly income, family size, family type and annual family income by using the
formula.
n Σxy - Σx Σy
r=
Where, √[nΣx2 – (Σx)2] [nΣy2 - (Σy)2]
r = Simple correlation coefficient
x = Independent variable
y = Dependent variable
Σx = Sum of x values
Σy = Sum of y values
2
Σx = Sum of squares of x values
2
Σy = Sum of squares of y values
Σxy = Sum of the product of x and y
n = numbers of pairs of observation.
3.7.4 Step wise regression analysis was adopted to identify the most important
contributing variables for the stress problems among the degree college teachers by
using the formula
Y = a + b1x1 + b2x2 + ………….. + bn xn
bi = Covariance (Xi Yi) = n Σ Xi Yi – (ΣXi) (ΣYi)
bi
t=
SE (bi)
Where,
Y = Dependent variables
a = Constant
X1……Xn = Independent variables
b1……bn = Regression coefficient
SE = Standard error
Step wise regression provides a judgment on the contribution made by each variable
entered, irrespective of actual point into the model. Any model that provides a non significant
contribution is removed from the model. This process is continued till no more variables will
be admitted to the equation and no more are rejected. Steps followed in this procedure as
given by Draper and Smith, 1966 are as follows:
Step-1: Step wise procedure starts with the simple correlation matrix and enters into
regression, the x variable most highly correlated with the response.
Step-2: Using partial correlation coefficients obtained in the last step, select next variable
whose partial correlation with the response is highest to enter regression.
Step-3: In this step, the contribution of the first entered variable is examined, if the second
variable has been entered first. The method selects the next variable to enter, the one most
highly partially correlated with response, given that the selected two are already there in the
equation. This procedure is continued until no variable is rejected or accepted.
4. RESULTS
The results of the present study “Factors influencing stress and coping strategies
among the degree college teachers of Dharwad city, Karnataka” were statistically analyzed
and the findings of the study presented in this chapter under the following headings.
4.1 Demographic characteristics of the selected degree college teachers
4.2 Factors causing stress among the degree college teachers as per Employment
Organization Sources of Stressors Scale (EOSS)
4.2.1 Work stressors among the degree college teachers
4.2.2 Role stressors among the degree college teachers
4.2.3 Personal development stressors among the degree college teachers
4.2.4 Interpersonal relation stressors among the degree college teachers
4.2.5 Organizational climate stressors among the degree college teachers
4.3 Distribution of the respondents according to the level of stress
4.4 Gender wise difference with the different components of the employment organization
sources of stressors
4.5 Relationship between demographic characteristics and the different components of the
employment organization sources of stressors
4.6 Influence of the demographic characteristics on total stressors
4.7 Coping strategies adopted by the degree college teachers
4.7.1 Physical stress management strategies and therapies adopted by the degree college
teachers
4.7.2 Mental stress management strategies and most liked activities adopted by the degree
college teachers
4.8 Gender wise difference with regards to coping strategies among the degree college
teachers
4.9 Stress management techniques practiced by the selected teachers in their daily living
Males Females
Sl. n=100 n=100 Total
Demographic variable
No. Frequenc Percentag Frequenc Percentag N=200
y e y e
I. Age
1 Young (<31 years) 6 6.0 23 23.0 29 (14.5)
2 Middle (31-50 years) 75 75.0 75 75.0 150(75.0)
3 Old(>50years) 19 19.0 2 2.0 21(10.5)
II. Marital status
1 Unmarried 9 9.0 26 26.0 35(17.5)
2 Married 91 91.0 73 73.0 164(82.0)
3 Widow 0 0.0 1 1.0 1(0.5)
III. Family type
1 Nuclear family 65 65.0 71 71.0 136(68.0)
2 Joint family 35 35.0 29 29.0 64(32.0)
IV. Family size
1 Small(<5 members) 70 70.0 51 51.0 121(60.5)
2 Medium(5-7 members) 24 24.0 47 47.0 71(35.5)
3 Large(>7 members) 5 5.0 3 3.0 8(4.0)
V. Education
1 Post graduation 51 51.0 70 70.0 121(60.5)
2 Doctorate 48 48.0 29 29.0 77(38.5)
3 Post doctorate 1 1.0 1 1.0 2(1.0)
Designation
Lecturer /Asst. 44 44.0 67 67.0 111(55.5)
VI.
Professor
SGL/ Reader/ Assoc. 46 46.0 32 32.0 78(39.0)
1
Professor
2 Professor 5 5.0 1 1.0 6(3.0)
3 Principal 5 5.0 0 0.0 5(2.5)
VII. Total service
1 I (<14 years) 27 27.0 53 53.0 80(40.0)
2 II (14-21 years) 42 42.0 30 30.0 72(36.0)
3 III (14-21 years) 31 31.0 17 17.0 48(24.0)
VIII. Monthly income
1 Low (< Rs.16,865/-) 20 20.0 46 46.0 66(33.0)
Medium (Rs.16,865/- to
2 41 41.0 38 38.0 79(39.5)
Rs.23,556/-)
3 High (> Rs. 23,556/-) 39 39.0 16 16.0 55(27.5)
IX. Employment of spouse
1 Un employed 50 50.0 0 0.0 50(25.0)
2 Semi professional 26 26.0 18 18.0 44(22.0)
3 Professional 15 15.0 55 55.0 70(35.0)
X. Annual income of the family
1 Low (< Rs. 3,45,040/-) 43 43.0 24 24.0 67(33.5)
Medium (Rs. 3, 45,040/-
35 35.0 40 40.0 75(37.5)
2 to Rs. 5,15,680/-)
3 High (> Rs. 5,15,680/-) 22 22.0 36 36.0 58(29.0)
Note: Figures in the parentheses indicate percentage
The education of the degree college teachers ranged from post-graduation to post
doctoral degrees. On the whole, a maximum of 60.5 per cent of the teachers were post
graduates followed by 38.5 per cent having doctoral and rest had post doctoral degree.
Further it was evident that 51.0 per cent of the male and 70.0 per cent of the female teachers
were postgraduates, 48.0 per cent of the male and 29.0 per cent of the female teachers were
doctorates and only 1.0 per cent of each of the males and females were post doctorate
degree holders.
Over all it was evident that more than half percentage of the teachers (55.5%) were
Lecturers / Assistant Professors followed by 39.0 percentage were Selection Grade Lecturers
/ Readers / Associate Professors, 3.0 per cent of them were Professors and 2.5 per cent
were Principals. Further, it was apparent that 44.0 per cent of the males and 67.0 per cent of
the females were Lecturers /Asst. Professors followed by Senior Grade Lecturers / Readers /
Assoc. Professors (46.0 % of the males and 32.0 % of the females), Professors (5.0 % of the
males and 1.0 % of the females). Only 5.0 per cent of males were Principals.
Overall, it was depicted that, 40.0 per cent of the teachers had less than 14 years of
service followed by completed years of service between 14-21 years (36.0%) and above 21
years (24.0%). Results explained that 27.0 per cent of the males and 53.0 per cent of the
females had completed less than 14 years of service where as 42.0 per cent of the males and
30.0 per cent of the female teachers were between 14 and 21years, 31.0 per cent of the
males and 17.0 per cent of the females were above 21years.
Further 39.5 percentage of the teachers belonged to middle-income group followed
by low-income group (33.0%) and high-income group (27.5%). Gender wise it was evident
that 41.0 per cent of the males and 38.0 per cent of the females belonged to middle-income
group with income range between Rs.16,865/-Rs.23,556/- followed by high-income group i.e.
above Rs.23, 556/- (39.0 % of the males and 16.0 % of the females). Low-income group was
less than Rs.16, 865/- (20.0 % of the males and 46.0 % of the females).
Employment status of spouse of male and female teachers when considered
separately, it was noticed that 25.0 per cent of the respondent’s spouse were unemployed,
22.0 and 35.0 per cent respondents’ spouses were semiprofessionals and professionals
respectively. Genderwise it was evident that 50.0 per cent of the male respondent’s spouses
were unemployed (home makers); where as 26.0 per cent of the male respondents’ spouses
were semi professionals employed in bank, railway, post office, telecom office, library staff,
school teacher, nurses, accountant etc. Eighteen percentage of the female respondent’s
spouses were semi professionals such as journalist, air force employee, businessman,
telecom office employee etc. Lastly, 15.0 per cent of the male respondent’s spouses were
professionals such as Professor. More than half percentage of the female respondent’s
spouses were professionals such as engineer, doctor, professor, manager, lawyers etc. Rest
17.5 percentage of the teachers were unmarried.
Regarding annual income of the family, it revealed that 37.5 per cent of the teachers
belonged to middle- annual income of the family followed by low annual income group
(33.5%) and high-income group (29.0%). Further, it was evident that 35.0 per cent of the
males and 40.0 per cent of the females belonged to middle annual income group that ranged
between Rs. 3, 45,040/- to Rs. 5, 15,680/-. Low annual income group that was less than Rs.
3, 45,040/- (43.0 % of the males and 24.0 % of the females) and high annual income group
i.e. above Rs. 5, 15,680/- (22.0 % of the males and 36.0 % of the females).
Stress always
Sl. Total
Work stressors
No. Males Females N=200
n=100 n=100
1 The complex nature of my work does not baffle 34(34.0) 23(23.0) 57(28.5)
me.
2 I am waiting for the day to come, when I can 17(17.0) 12(12.0) 29(14.5)
relax.
3 I am fed up by keeping myself busy all the times 16(16.0) 12(12.0) 28(14.0)
to meet deadlines.
4 I love when my hands are full which keeps me 10(10.0) 4(4.0) 14(7.0)
busy at my work.
5 Most of the time I have to force myself to start 7(7.0) 11(11.0) 18(9.0)
work.
8 The time passes with out my notice each day at 5(5.0) 8(8.0) 13(6.5)
my work.
Female
30
25
20
Percentage
15
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Stress always
Sl. Total
Role stressors Males Females
No. N=200
n=100 n=100
1 My employment organizational responsibilities 19(19.0) 12(12.0) 31(15.5)
interfere with my family organizational role.
2 I need to sacrifice my values in meeting my role 6(6.0) 10(10.0) 16(8.0)
obligations.
3 Segregation by role is visible in my organization 6(6.0) 5(5.0) 11(5.5)
to the extent of discomfort.
4 I am constrained in my role fulfillment, due to lack 5(5.0) 12(12.0) 17(8.5)
of knowledge and skill.
5 I feel concerned due to poor information inflow, 5(5.0) 10(10.0) 15(7.5)
which restricts my output.
6 I get baffled with the contradictory instruction 5(5.0) 2(2.0) 7(3.5)
given by different members in the organization
regarding my work.
7 It is not clear as ,to what type of work and 3(3.0) 5(5.0) 8(4.0)
behavior my higher authority and colleagues
expect from me
8 I am able to use my training and expertise in my 2(2.0) 6(6.0) 8(4.0)
role.
9 I know what the people, with whom I work, 2(2.0) 4(4.0) 6(3.0)
expect from me.
10 People in the organization can understand 2(2.0) 1(1.0) 3(1.5)
my priorities.
11 Repeated incidents where my contributions are 1(1.0) 9(9.0) 10(5.0)
taken very lightly put me off.
12 Sufficient mutual cooperation and team spirit exist 1(1.0) 6(6.0) 7(3.5)
among the members in the organization.
percentage of the female teachers reported that they enjoyed fulfilling their responsibilities in
both i.e. employment organization and in family organization (2.0%), their presence was felt in
the organization (1.0%) and their role in the organization was adequately planned (1.0%),
where as none of the male teacher considered these as stressors.
4.2.3 Personal development stressors among the degree college teachers.
An appraisal of table 4 and fig. 3 about the personal development stressors among
the degree college teachers among the degree college teachers illustrated that majority i.e.
60.0 per cent of the teachers reported that they experienced stress always, because they
20 Male
Female
18
16
14
12
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Stress always
Sl. Total
Personal development stressors Males Females
No. N=200
n=100 n=100
1 I am basically a lazy person, so I am happy with 66(66.0) 54(54.0) 120(60)
fewer responsibilities.
2 My wish to achieve the top position gives me 12(12.0) 9(9.0) 21(10.5)
extra energy to work in the organization.
3 The feeling that, success and gender bear no 11(11.0) 7(7.0) 18(9.0)
association with each other in my organization
is an encouraging notion to me as a member of
the same.
4 My conscience pricks me at the loss of interest; 11(11.0) 7(7.0) 18(9.0)
I exhibit to initiate work due to internal politics in
the organization.
5 I end up seeking suggestions from my 8(8.0) 14(14.0) 22(11.0)
colleagues due to my in-experience.
6 I have aspirations and qualifications, but the 7(7.0) 11(11.0) 18(9.0)
system does not have better positions for me.
7 Extra efforts I need to take, to prove myself in 6(6.0) 21(21.0) 27(13.5)
my role puts pressure on me.
8 It is hard for me when I need to sacrifice my 4(4.0) 14(14.0) 18(9.0)
professional ambitions in favour of my familial
ambitions.
9 My work in the organization goes as per my 4(4.0) 6(6.0) 10(5.0)
plan.
10 My roles that I fulfill give scope for exposure to 3(3.0) 0(0.0) 3(1.5)
the latest technologies.
11 My inability, to cope up with the level of 2(2.0) 10(10.0) 12(6.0)
excellence set up in my organization leaves me
with nightmares.
12 My college peers with same qualification are in 1(1.0) 12(12.0) 13(6.5)
better positions than me.
13 My inability to take up challenging tasks due to 0(0) 4(4.0) 4(2.0)
the nature of my appointment puts me off at
work.
14 The goodwill and co-operation, I earn from my 0(0) 2(2.0) 2(1.0)
fellow beings in the organization make me
strive forward to achieve greater things.
15 Stability in my job makes me take up 0(0) 2(2.0) 2(1.0)
challenging tasks enthusiastically as failures
are not dealt with drastically.
16 I rise to any occasion, by building competence 0(0) 2(2.0) 2(1.0)
through my initiatives; this earns me respect
from my colleagues.
Note: Figures in the parentheses indicate percentage
were basically lazy persons and thereby were happy with fewer responsibilities. The extra
effort they need to prove themselves in their role was the cause of stress always among 13.5
per cent of the teachers and they wished to achieve the top position gave them extra energy
to work in their organization, was the cause of stress always among 10.5 per cent. Where as
11.0 per cent of the teachers reported that they experienced stress always because they end
up seeking suggestions from their colleagues due to their in experience. Each 9.0 per cent of
each of the teachers experienced stress always as their conscience pricked them at the loss
of interest they exhibited to initiate work due to internal politics in their organization, though
they had aspirations and qualifications, but the system did not have better position for them.
Further, 9.0 per cent of each of the teachers stated that the feeling that success and gender
Male
70
Female
60
50
40
Percentage
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Stress always
Sl. Total
Interpersonal relations stressors Males Females
No. N=200
n=100 n=100
also reported that they were stressed always because of the participatory model followed in
their organizational set up, enhanced their responsibilities to the point of exhaustion. Each
12.5 per cent of the teachers revealed that they were stressed always because of the secrecy
maintained by their superiors in decision making was disgusting. Decisions made by
superiors keeping in view the good of the organization rather than the individual members
were unpalatable as reported by 12.5 per cent of the teachers.
Further 10.0 per cent reported that the expectation of their organization to do certain
works which were not to their likings were unbearable. Again 7.5 per cent of the teachers
25 Male
Female
20
15
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Stress always
Sl. Total
Organizational climate stressors Males Females
No. N=200
n=100 n=100
1 Lack of my involvement in decision making in my 23(23.0) 21(21.0) 44(22.0)
organization reduces responsibilities on my
shoulder.
2 The participatory model followed in my 21(21.0) 23(23.0) 44(22.0)
organizational set up enhances my responsibilities
to the point of exhaustion.
3 Secrecy maintain by my superior in decision 14(14.0) 11(11.0) 25(12.5)
making is disgusting.
4 The expectations of my organization to do certain 14(14.0) 6(6.0) 20(10.0)
works, which are not to my likings, are unbearable.
5 Decisions made by superiors keeping in view the 10(10.0) 15(15.0) 25(12.5)
good of the organization rather than the individual
members are un-palatable.
6 My point of view is ignored in the organization. 7(7.0) 8(8.0) 15(7.5)
7 I find it suffocating to function within my 7(7.0) 4(4.0) 11(5.5)
organizational system where there is no place for
questioning approach.
8 Sympathetic approach of my organization towards 7(7.0) 3(3.0) 10(5.0)
its members gives me relaxed work environment.
9 I am sought after in my organization in times of 6(6.0) 3(3.0) 9(4.5)
emergencies.
10 The sub-ordination I am subjected to in my role in 6(6.0) 2(2.0) 8(4.0)
the organization gives me un-pleasant feelings.
11 Considerable environment tolerance, that persist 3(3.0) 4(4.0) 7(3.5)
in my organization makes me irritated.
12 I feel, I am a part of my organization. 3(3.0) 3(3.0) 6(3.0)
13 I get motivation to work hard, since I am made to 2(2.0) 5(5.0) 7(3.5)
feel responsible for the organization.
14 My superiors understand my personal problems 2(2.0) 4(4.0) 6(3.0)
with sympathy.
15 I enjoy executing decision in my organization as I 2(2.0) 1(1.0) 3(1.5)
am also a party to it at one level or the other.
16 Freedom is given to me to plan my work in the 0(0.0) 5(5.0) 5(2.5)
organization.
Note: Figures in the parentheses indicate percentage.
reported that they were stressed always because their point of view was ignored in the
organization. The teachers further reported that they were always stressed and they were
found it suffocating to function with in their organizational system where there was no place
for questioning approach (5.5%). On the contrary to the above statement, 5.0 per cent of the
teachers also reported that sympathetic approach of their organization to wards its members
gave them relaxed work atmosphere and 3.5 per cent reported that they got motivation to
work hard, since they were made to feel responsible for the organization. The teachers
reported that they were sought in their organization in times of emergencies (4.5%).
Four per cent of the teachers reported that they were always stressed due to the sub-
ordination they were subjected to in their role in the organization gave them unpleasant
feeling and considerable environment tolerance that persisted in their organization made
them irritated was reported by 3.5 per cent of the teachers. Three per cent of each of the
teachers reported that they felt they were a part of their organization and their superiors
understood their personal problems with sympathy. The respondents also reported that they
were stressed always, because of the freedom given to them to plan their work in their
25 Male
Female
20
15
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Low stress
2 73 73.0 68 68.0 141 70.5
(81-160)
Moderate stress
3 2 2.0 10 10.0 12 6.0
(161-240)
High stress
4 0 0.0 0 0.0 0 0.0
(241-320)
The correlation coefficient of total stressors with age, designation, total service and
monthly income were negative and highly significant. Further it was apparent that annual
income of the family was negatively and not significantly related with total stressors, where as
education, family type and family size were positively and not significantly related with total
stressors.
80
Female
70
60
50
Percentage
40
30
20
10
0
Very low stress Low stress Moderate stress High stress
Level of stress
Male Female
Sl. Employment organization
t -value
No. sources of stressors
Mean S.D. Mean S.D.
NS
2 Role stressors 17.69 8.99 18.99 9.23 1.008
Personal development
3 22.72 6.32 24.96 6.55 2.459*
stressors
Interpersonal relations
4 19.06 6.91 21.72 7.83 2.545*
stressors
Organizational climate
5 22.58 8.81 23.45 8.52 0.709NS
stressors
NS
Total stressors 103.56 31.24 109.72 32.61 1.364
Note- * -significant
at 5% level,
NS- Non significant
physical stress management technique. Further, 13.0 per cent of the males and 28.0 per cent
of the females adopted the using of labour saving devices.
For relaxation, 53.5 per cent of the teachers practiced taking rest followed by taking
out time for leisure (36.5%), drinking water (29.5%) and deep breathing (19.0%). Further,
gender wise analysis revealed that 47.0 per cent of the males and 35.0 per cent of the
females preferred taking rest as a relaxation technique followed by taking out time for leisure
(46.0 % of the males and 27.0 % of the females).
It was apparent that avoiding strenuous posture was adopted by 45.0 per cent of the
teachers followed by convenient placement of things (39.5%), changing of posture (31.5%)
and using ergonomically designed furniture (7.0%). Gender wise analysis revealed that 52.0
per cent of the males and 38.0 per cent of the females practiced avoiding strenuous posture
to reduce physical stress where as convenient placement of things was practiced by 31.0 per
cent of the male and 48.0 per cent of the female teachers.
In case of diet as a strategy for minimizing physical stress 59.5 per cent of the
teachers considered taking balanced diet as an effective means, followed by consuming more
food many times in small quantities (27.0%), eating less food (23.5%), taking high fibre diet
(4.0%) and consuming more food (1.5%). Almost equal percentage of the males and females
were found to be practicing the similar methods.
Majority i.e. 76.0 per cent of the teachers preferred walking followed by yoga (27.5%),
exercise (15.5%), playing game (12.0%), swimming (2.0%) and going to gym (1.5%). Gender
wise it was evident that each 76.0 per cent of the males and females adopted walking as a
physical stress reducing technique followed by yoga (22.0 % of the males and 33.0 % of the
females), playing games (18.0 % of the males and 6.0 % of the females)
Table 9. Relationship between demographic characteristics and the different components
of employment organization sources of stressors
2
Model Demographic b t R F
characteristics
Male Female
Sl.
Coping strategies t -value
No.
Mean S.D. Mean S.D.
Table 14. Stress Management Techniques practiced by the selected teachers in their daily
living
Part-I
I. Demographic Characteristics
1. Name of the respondent :
2. Age :
3. Sex : male/ female
4. Marital status : unmarried/ married/ widow/ divorcee
3. Education :
4. Employment status of the respondent
a) Name of the institution :
b) Designation :
c) Total service (in yrs) :
d) Monthly income (Rs) :
5. Spouse employment :
6. Family type : nuclear/ joint
7. Family composition :
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
1. I am fed up to follow the same
routine day in and day out.
2. Working conditions are
satisfactory in my organization
from the point of view of
workers’ welfare and
convenience.
3. I am unable to carry out my
work to my satisfaction on
account of deadlines drawn.
4. I manage to cope up well with
the demands from my work.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
5. My job lacks opportunities to
utilize my skills and abilities.
6. The time passes with out my
notice each day at my work.
7. I find it difficult to concentrate
on my work because of the
noise, I am exposed to.
8. I set deadlines and work at my
own pace peacefully.
9. I am waiting for the day to
come, when I can relax.
10. The norms and expectations
put a curb on my enthusiasm.
11. I look forward to face another
day in my work life.
12. I enjoy working long hours at
my task.
13. I am fed up by keeping myself
busy all the times to meet
deadlines.
14. I love when my hands are full
which keeps me busy at my
work.
15. The complex nature of my
work does not baffle me.
16. Most of the time I have to force
myself to start work.
17. I need to sacrifice my values in
meeting my
role obligations.
18. Segregation by role is visible
in my organization to the
extent of is comfort.
19 My role in the organization is
adequately planned.
20. I get baffled with the
contradictory
instructions given by different
members in the organization
regarding my work.
21. I feel concerned due to poor
information inflow which
restricts my output.
22. I am able to use my training
and expertise in my role.
23. Repeated incidents where my
contributions are taken very
lightly put me off.
24. My employment organizational
responsibilities interfere with
my family organizational roles.
25. People in the organization can
understand my priorities.
26. Sufficient mutual cooperation
and team spirit exist among
the members in the
organization.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
27. It is not clear as ,to what type
of work and behavior my
higher authorities and
colleagues expect from me
28. I know what the people, with
whom I work, expect from me.
29. I am exposed to opportunities,
to enhance my efficiency.
30. I am constrained in my role
fulfillment, due to lack of
knowledge and skill.
31. My presence is felt in the
organization.
32. I enjoy fulfilling my
responsibilities in employment
organization and in family
organization.
33. I end up seeking suggestions
from my colleagues due to my
in-experience.
34. I am basically a lazy person,
so I am happy with fewer
responsibilities.
35. My roles that I fulfill give scope
for exposure to the latest
technologies.
36. Stability in my job makes me
take up challenging tasks
enthusiastically as failures are
not dealt with drastically.
37. My wish to achieve the top
position gives me extra energy
to work in the organization.
38. My work in the organization
goes as per my plan.
39. My inability, to cope up with
the level of excellence set up
in my organization with
nightmares.
40. The feeling that, success and
gender bear no association
with each other in my
organization is an encouraging
notion to me as a member of
the same.
41. I rise to any occasion, by
building competence through
my initiative; this earns me
respect from my colleagues.
42. My college peers with same
qualifications are in better
positions than me.
43. I have aspirations and
qualifications, but the system
does not have better positions
for me.
44. My inability to take up
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
challenging tasks due to the
nature of my appointment puts
me off
at work.
45. It is hard for me when I need
to sacrifice my professional
ambitions in favour of my
familial ambitions.
46. My conscience pricks me at
the loss of interest; I exhibit to
initiate work due to internal
politics in the organization.
47. The goodwill and co-operation,
I earn from my fellow beings in
the organization make me
strive forward to achieve
greater things.
48. Extra efforts I need to take, to
prove myself in my role puts
pressure on me.
49. My relations with my superiors
cause me a great deal of
anxiety.
50. Advice from colleagues when
faced with a problem is a rarity
in my life.
51. The relations with my sub-
ordinates make my life worth-
while.
52. The faith bestowed on me by
my superiors is encouraging.
53. Affectionate behavior from my
colleagues is un-imaginable to
me.
54. The kind of support I get from
my
sub-ordinates, causes me a
great deal of stress.
55. I have the freedom to express
my ideas in front of my
superiors.
56. My colleagues can be relied
on when things get tougher for
me at work.
57. Extracting work from my
subordinates is an ordeal for
me.
58. I have cordial relation with my
superiors.
59. My colleagues go out of their
way to make my life easier.
60. My sub-ordinates feel free to
discuss their personal
problems with me.
61. I lack the freedom to ask for
any sort of help when I need
from my superiors.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
62. My colleagues are
approachable.
63. The wall that exists between
my sub-ordinates and me
leads to a sense of loss.
64. My relations with my
colleagues cause me a great
deal of anxiety.
65. Freedom is given to me to plan
my work in the organization.
66. Considerable environment
tolerance, that persist in my
organization make me irritated.
67. My point of view is ignored in
the organization.
68. I feel, I am a part of my
organization.
69. The expectations of my
organization to do certain
works, which are not to my
likings are unbearable.
70. Sympathetic approach of my
organization towards its
members gives me relaxed
work environment.
71. I am sought after in my
organization in times of
emergencies.
72. The sub-ordination I am
subjected to in my role in the
organization gives me un-
pleasant feelings.
73. I find it suffocating to function
within my organizational
system where there is no
place for questioning
approach.
74. My superiors understand my
personal problems with
sympathy.
75. Secrecy maintained by my
superior in decision making is
disgusting.
76. I get motivation to work hard,
since I am made to feel
responsible for the
organization.
77. Lack of my involvement in
decision making in my
organization reduces
responsibilities on my
shoulders.
78. Decisions made by superiors
keeping in view the good of
the organization rather than
the individual members are un-
palatable.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
79. I enjoy executing decisions in
my organizations, as I am also
a party to it at one level or the
other.
80. The participatory model
followed in my organizational
set up enhances my
responsibility to the point of
exhaustion.
Some of the techniques of stress management are listed below; please mark (√) that
you practice.
2) Relaxation
a) Deep breathing b) Drinking water
c) Take out time for leisure d) Take rest
3) Correct posture
a) Change of posture b) Avoid strenuous posture
c) Convenient placement of things to reduce physical work
d) Use ergonomically designed furniture.
4) Diet
a) Eat less b) Take balanced diet
c) High fibre diet. d) Consume more food
e) Consume food many times in small quantities
5) Physical exercise
a) Swimming b) Walking
c) Playing games d) Going to gym
e) Physical exercise f) Yoga
6) Medicinal therapy
a) Sleeping pill b) Mood altering drugs
c) Tranquilizers d) Smoking
e) Alcohol consumption f) None of the above
7) Natural care
a) Colour therapy c) Aroma therapy
b) Herbal therapy d) Water therapy
e) Hot water therapy f) None of the above
1) Religious/ Meditation:
a) Meditation b) Offer prayer
c) Chanting of mantras d) Religious activity
e) Yoga f) Pilgrimage
2) Psychotherapy:
a) Change in routine c) Positive thinking
b) Recreation with family d) Cry to relieve the stress.
3) Social Support:
a) Work in group c) Attend social gathering
b) Talk to some one d) Attending parties
e) Take counseling.
4) Altering Situation:
a) Change of place c) Avoiding painful reminders.
b) Maintaining well organized home d) Adapting to the distressing events.
5) Reducing Responsibilities:
a) Postponing certain tasks. b) Legitimately avoid disliked tasks
c) Delegating the Work d) Changes in Preference of Job.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
1. I am fed up to follow the same
routine day in and day out.
2. Working conditions are
satisfactory in my
organization from the point of
view of workers’ welfare and
convenience.
3. I am unable to carry out my
work to my satisfaction on
account of deadlines drawn.
4. I manage to cope up well with
the demands from my work.
5. My job lacks opportunities to
utilize my skills and abilities.
6. The time passes with out my
notice each day at my work.
7. I find it difficult to concentrate
on my work because of the
noise, I am exposed to.
8. I set deadlines and work at
my own pace peacefully.
9. I am waiting for the day to
come, when I can relax.
10. The norms and expectations
put a curb on my enthusiasm.
11. I look forward to face another
day in my work life.
12. I enjoy working long hours at
my task.
13. I am fed up by keeping myself
busy all the times to meet
deadlines.
14. I love when my hands are full
which keeps me busy at my
work.
15. The complex nature of my
work does not baffle me.
16. Most of the time I have to
force myself to start work.
17. I need to sacrifice my values
in meeting my role
obligations.
18. Segregation by role is visible
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
in my organization to the
extent of
discomfort.
19 My role in the organization is
adequately planned.
20. I get baffled with the
contradictory instructions
given by different members in
the organization regarding my
work.
21. I feel concerned due to poor
information inflow which
restricts my output.
22. I am able to use my training
and expertise in my role.
23. Repeated incidents where my
contributions are taken very
lightly put me off.
24. My employment
organizational
responsibilities interfere with
my family organizational
roles.
25. People in the organization
can understand my priorities.
26. Sufficient mutual cooperation
and team spirit exist among
the members in the
organization.
27. It is not clear as, to what type
of work and behavior my
higher authorities and
colleagues expect from me.
28. I know what the people, with
whom I work, expect from me.
29. I am exposed to
opportunities, to enhance my
efficiency.
30. I am constrained in my role
fulfillment, due to lack of
knowledge and skill.
31. My presence is felt in the
organization.
32. I enjoy fulfilling my
responsibilities in employment
organization and in family
organization.
33. I end up seeking suggestions
from my colleagues due to my
in-experience.
34. I am basically a lazy person,
so I am happy with fewer
responsibilities.
35. My roles that I fulfill give
scope for exposure to the
latest technologies.
36. Stability in my job makes me
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
take up challenging tasks
enthusiastically as failures are
not dealt with drastically.
37. My wish to achieve the top
position gives me extra
energy to work in the
organization.
38. My work in the organization
goes as per my plan.
39. My inability, to cope up with
the level of excellence set up
in my organization with
nightmares.
40. The feeling that, success and
gender bear no association
with each other in my
organization is an
encouraging notion to me as
a member of the same.
41. I rise to any occasion, by
building competence through
my initiative; this earns me
respect from my colleagues.
42. My college peers with same
qualifications are in better
positions than me.
43. I have aspirations and
qualifications, but the system
does not have better positions
for me.
44. My inability to take up
challenging tasks due to the
nature of my appointment
puts me off at work.
45. It is hard for me when I need
to sacrifice my professional
ambitions in favour of my
familial ambitions.
46. My conscience pricks me at
the loss of interest; I exhibit to
initiate work due to internal
politics in the organization.
47. The goodwill and co-
operation, I earn from my
fellow beings in the
organization make me strive
forward to achieve greater
things.
48. Extra efforts I need to take, to
prove myself in my role puts
pressure on me.
ABSTRACT
The study on factors influencing stress and coping strategies was conducted on a
random sample of 200 (100 each of male and female) degree college teachers of Dharwad
city. Questionnaire for Demographic characteristic and Coping Strategies were used along
with Employment Organization Sources of Stressors scale (Telaprolu and George, 2005).
Frequency, percentage, t-test, correlation and step wise regression were used for analysis.
The factors that caused stress always were mainly due to the interference of the employment
organizational responsibilities with their family organizational role, lack of their involvement in
decision making that reduced their responsibilities and the participatory model in their
organizational set up which enhanced their responsibilities to the point of exhaustion. Majority
of the teachers revealed that stress was basically due to their laziness and also they were
happy with fewer responsibilities. The over all results of stress level revealed that, higher
percentage of teachers were in low stress category.
Genderwise significant difference was obsevered in case of personal development
stressor and inter-personal relation stressors, while it was non significant in case of work, role
and organizational climate stressors. Age was the influencing factor on the total stressors
which was statistically highly significant. Keeping ready well a head, taking rest, avoiding
strenuous posture, taking balanced diet, walking, using sleeping pills and hot water therapy
were practiced by the teachers when they were physically stressed. Offering prayer, positive
thinking, working in-group, avoiding painful reminders, delegating the tasks and listening
songs were practiced when they were mentally stressed. There was no significant gender
difference found with respect to physical stress management where as it was significant in
case of mental stress management strategies.