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FACTORS INFLUENCING STRESS AND COPING STRATEGIES AMONG THE DEGREE COLLEGE TEACHERS OF DHARWAD CITY, KARNATAKA Thesis submitted to the University of Agricultural Sciences, Dharwad in partial fulfillment of the requirements for the Degree of Master of Home Science In Family Resource Management By JAYASHREE NAYAK DEPARTMENT OF FAMILY RESOURCE MANAGEMENT COLLEGE OF RURAL HOME SCIENCE UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD – 580 005 JULY, 2008

Dharwad Stress

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FACTORS INFLUENCING STRESS AND COPING STRATEGIES AMONG THE DEGREE COLLEGE TEACHERS OF DHARWAD CITY, KARNATAKA

Thesis submitted to the University of Agricultural Sciences, Dharwad

in partial fulfillment of the requirements for the Degree of

Master of Home Science

In

Family Resource Management

By

JAYASHREE NAYAK

DEPARTMENT OF FAMILY RESOURCE MANAGEMENT COLLEGE OF RURAL HOME SCIENCE

UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD – 580 005

JULY, 2008

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ADVISORY COMMITTEE

DHARWAD (SUSHEELA P. SAWKAR) JULY, 2008 MAJOR ADVISOR

Approved by :

Chairman :

____________________________ (SUSHEELA P. SAWKAR)

Members : 1. __________________________ (GANGA YENAGI)

2. __________________________ (SUMA HASALKAR)

3. __________________________ (A. R. S. BHAT)

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CONTENTS

Sl. No. Chapter Particulars

CERTIFICATE

ACKNOWLEDGEMENT

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

1. INTRODUCTION

2. REVIEW OF LITERATURE

2.1 Concept of stress

2.2 Factors influencing stress

2.3 Level of stress

2.4 Coping strategies

2.5 Gender differences in relation to stress and coping strategies

3. MATERIAL AND METHODS

3.1 Locale of the study

3.2 Selection of the sample

3.3 Research design

3.4 Procedure for the data collection

3.5 Selection and use of the tools for the study

3.6 Variables and their measurements

3.7 Statistical analysis

4. RESULTS

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)

4.3 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

4.8 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

5. DISSCUSSION

5.1 Demographic characteristics of the selected degree college teachers

5.2 Factors causing stress among the degree college teachers as per Employment Organization Sources of Stressors (EOSS) Scale

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Contd…..

Sl. No. Chapter Particulars

5.3 Distribution of the respondents according to the level of stress

5.4 Gender wise difference with the different components of the employment organization sources of stressors

5.5 Relationship between demographic characteristics and the different components of employment organization sources of stressors

5.6 Influence of the demographic characteristics on total stressors

5.7 Coping strategies adopted by the degree college teachers

5.8 Gender wise difference with regards to coping strategies among the degree college teachers

5.9 Stress management techniques practiced by the selected teachers in their daily living

6. SUMMARY AND CONCLUSIONS

REFERENCES

APPENDICES

LIST OF TABLES

Table No.

Title

1 Demographic characteristics of the selected degree college teachers

2 Work stressors among the degree college teachers

3 Role stressors among the degree college teachers

4 Personal development stressors among the degree college teachers

5 Interpersonal relation stressors among the degree college teachers

6 Organizational climate stressors among the degree college teachers

7 Distribution of the respondents according to the level of stress

8 Gender wise difference with the different components of employment organization sources of stressors

9 Relationship between demographic characteristics and the different components of employment organization sources of stressors

10 Influence of the demographic characteristics on total stressors

11 Physical stress management strategies and therapies adopted by the degree college teachers

12 Mental stress management strategies and most liked activities adopted by the degree college teachers

13 Gender wise difference with regards to coping strategies among the degree college teachers

14 Stress Management Techniques practiced by the selected teachers in their daily living

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LIST OF FIGURES

Figure No.

Title

1 Work stressors among the degree college teachers

2 Role stressors among the degree college teachers

3 Personal development Stressors among the degree college teachers

4 Interpersonal relation stressors among the degree college teachers

5 Organizational climate stressors among the degree college teachers

6 Distribution of the respondents according to the level of stress

LIST OF APPENDICES

Appendix No. Title

I Interview Schedule

II Employment Organization Sources of Stressors Scale (Telaprolu and George, 2005)

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1. INTRODUCTION

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.

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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

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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

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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.

2.1 CONCEPT OF STRESS

Stress is the sum total of all non specific biological phenomenon elicited by adverse external influences. One feels stressed when one is confronted with unexpected. It is a multi dimensional concept and has variety of usages in different fields which vary according to specific focus and purpose.

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2.1.1 Definition and concept of stress

According to Selye (1956) stress is “any external event or internal drive which threatens to upset the organismic equilibrium”.

Wolf and Goodell (1968) defined stress as a dynamic state with in an organism in response to a demand for adaptation.

Cofer and Appley (1964) defined stress as a state of an organism where he perceives that his wellbeing is endangered and that he must direct all his energies to its protection.

Lazarus (1966) referred stress a state of imbalance with in an organism that is elicited by an actual/perceived disparity between environmental demands and the organism’s capacity to cope with these demands; and is manifested through variety of physiological, emotional and behavioural responses.

McGrath (1970) defined stress as a perceived imbalance between demand and response capacity under conditions where failure to meet demand has important consequences.

Cox (1978) has described three classes of definitions. Stress can be variously thought of as a response, i.e. the stress response to an extreme stimulus; as a stimulus i.e. as the stressor itself as an intervening variable.

Spielberger (1979) defined stress in two different ways. According to him, it is a dangerous potentiality, harmful/unpleasant external situation/conditions (stressors) that produce stress reaction; and secondly to the internal thought, judgment, emotional state and physiological process that are evoked by stressful stimuli.

Ryhal and Singh (1996) stated that stress is the state of an organism it perceived that its well-being is endangered and that it must direct all its energies to its protection.

2.2 FACTORS INFLUENCING STRESS

Both the individual and organizational factors influence stress.

2.2.1 Demographic factors and stress

The relationship between demographic variables viz., age, gender, education, occupation, experience, type of family, and stress reviewed as bellow.

2.2.1.1 Age

Reddy and Ramamurthy (1991) analyzed the influence of age on stress experience of a person. The sample consisted of 200 executives. The results revealed that executives in the age group of 41-50 experienced more stress than the age group of 51-60. Moderating variables among executives experiencing stress include not only age but also the years of service in the employment.

Beena and Poduval (1992) conducted a study on sample of 80 (40 male and 40 female) executives in different organizations. They found that when age increases, experienced stress also increased due to the increase in the responsibility of the executives. Female executives showed higher rate of stress because women experience greater amount of work change than men do.

Mayes (1996) conducted a study on police officers, fire fighters, electrician and executives aged 18-63 years. Multiple regression revealed that age moderated the relationship among various stressors and physiological symptoms as well as psychological depression and life satisfaction.

Aminabhavi and Triveni (2000) in their study found that age, sex, coping strategies of bank employees have not influenced their occupational stress.

Virk et al. (2001) conducted a study on occupational stress and work motivation in relation to age, job level and type-A behaviour. He reported that age and job level can have strong influence on job stress.

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Rastogi and Kashyap (2003) conducted a study on “occupational stress and work adjustment among working women”. Sample consisted of 150 nurses, clerks, and teachers. The average age of the sample is quite matured and experienced, which help them to ignore the stress and maintain the smooth adjustment in the organization.

Bhatia and Kumar (2005) studied on occupational stress and burn out in industrial employees. The sample consisted of 100 employees belonging to supervisor and below supervisor level. Their chronological age ranged from 22-32 years and 33-42 years. Among the industrial employees at supervisor rank and below supervisor rank belonging to higher age group experienced more occupational stress.

Anitha Devi (2007) aimed at identifying the degree of life stress and role stress experienced by professional women. A total sample of 180 women professionals belonging to six occupations were chosen for the study. The results revealed that, the older person experience lower life stress and role stress. Younger people experience more stress as compared to older people. The greater the numbers of years of service the greater life and role stress. The lower the income, greater stress experienced i.e. stress decreases with increase in income.

From the above studies, it can be concluded that younger age group is more susceptible to stress due to lack of experience and older age group experience stress due to the increase in the responsibility.

2.2.1.2 Education

Education acts as mediator, either increases or reduces stress depending on perspective of the individuals.

Ansari (1991) had studied the nature and extent of stress in agriculture university teachers. Sample consisted of 235 respondents comprising 30 professors, 74 associate professors and135 assistant professors. The result revealed that the correlation between the nature of stress and qualification of teachers in different cadres was found to be non significant.

Chand and Monga (2007) examined the correlates of job stress and burn out among 100 faculty members from two universities. He found that, higher education can combat stress and burn out related problems among the faculty members.

2.2.1.3 Occupation and position

Ryhal and Singh (1996) studied the correlates of job stress among university faculty. A sample of 100 faculty members 30 professors, 31 associate and 39 assistant professors. Results revealed that assistant professors experienced higher job stress than associate professors and professors.

Orpen (1996) examined the moderating effects of cognitive failure on the relationship between work stress and personal strain. He compared the work stress among 136 nurses and 12 college lecturers. The results found that nurses experienced more stress than the lecturers.

Ansari and Singh (1997) made an attempt to explore the contribution of demographic variables to the nature of stress experienced by the teachers in an agriculture university. The study comprised sample of 235 faculty members (23 professors, 74 associate and 138 assistant professors).The professors were either in moderate or in high stress categories as compared to associate and assistant professors.

Upadhayay and Singh (1999) studied the level of occupational stress experienced by the 20 college teachers and 20 executives. The executives showed significant higher levels of stress than college teachers on role over load, role ambiguity, role conflicts factor.

Gaur and Dhawan (2000) examined that the relationship between work related stressors and adaptation pattern among women professionals. A sample of 120 women professionals (30 teachers, 30 doctors, 30 bank officers and 30 bureaucrats) participated in the study. It showed that the four professionals groups have shared almost similar level of stress except in the categories of career development and stressors specific to working women.

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Pandey and Srivastava (2000) had studied the female personnel working in rail way, bank and teaching institutions. A sample of 96 females, 16 subjects in each professional area were taken. The study identified that respondents among all the three dimensions, clerks of bank and railway experienced more work stress as compared to teachers.

Aminabhavi and Triveni (2000) revealed that managers experience significantly higher occupational stress than clerks. The fact is that managers have greater responsibility of his position than the clerks.

Anitha Devi (2007) aimed at identifying the degree of life stress and role stress experienced by professional women. A total sample of 180 women professionals belonging to six occupations were chosen for the study. The result showed science and technology professionals and doctors experienced significantly greater life and role stress followed by administrators and self-employed. Teachers and bankers experienced comparatively lesser stress in both role as well as life.

Chand and Monga (2007) examined the correlates of job stress and burn out among 100 faculty members from two universities. Respondents with internal locus of control, high social support and high job involvement experience less stress. Results also revealed that, maximum stress is reported by professors and minimum by assistant professors.

Kaur and Kaur (2007) attempted to make a study on occupational stress and burn out among women police. The sample comprised of 80 women police and age ranges between 25-45. The results concluded that police work is most stressful occupation and as the occupational stress increases the level of the burn out also increases.

From all these studies, it can be concluded that as the position of the worker increases, the stress level also increases. Teachers experienced low stress as compared to other professionals.

2.2.1.4 Experience

Blix et al. (1994) conducted a study on occupational stress among university teachers and found that faculty having less than 10 years of experience had higher stress than faculty with more than 20 years of experience.

Ryhal and Singh (1996) considered university faculty for their study comprised sample of 100 faculty members 30 professors, 31 associate and 39 assistant professors. Results revealed that those with 26-35 years experience had higher job stress than those with teaching experience of16-25 years and 5-15 years. Those with 16-25 years experience had higher job stress than those with teaching experience of 5-15 years.

Ansari and Singh (1997) made an attempt to explore the contribution of demographic variables to the nature of stress experienced by the teachers in an agriculture university. The study comprised sample of 235 faculty members (23 professors, 74 associate and 138 assistant professors).The associate professor’s total service experience was positively related to stress.

Bhagawan (1997) conducted a study on 100 teachers selected from 20 schools in Orissa. The sample consisted of 100 teachers (53 male and 47 female teachers).The study revealed that higher the teaching experience, lesser the perceived burn out.

Bhatia and Kumar (2005) studied on occupational stress and burn out in industrial employees. A sample consisted of 100 employees belonging to supervisor and below supervisor level. Their experience/length of service varied from 2-6 and 7-12 years. Industrial employees at supervisor rank and below supervisor rank with more experience of service had more occupational stress due to more feeling of depersonalization and more emotional exhaustion.

From the above studies, it can be concluded that the length of service has negative and positive relationship with stress. Even then more studies revealed that individual with lesser experience, experienced more stress as compared to the individual with more service years.

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2.2.1.5 Type of family

Nuclear family creates more stress as compared to joint family. Joint family and support from the Joint family acts as buffer against stress.

Abrol (1990) had examined the strains experienced and coping strategies used by 27 male and 27 female teachers. Results indicated that subjects reported interpersonal and psychological stress. They used social support to deal with stress.

Vashishtha and Mishra (1998) observed that social support from the family, coworkers, supervisors and other people could minimize stress among the employees.

Pandey and Srivastava (2000) had studied the female personnel working in railway, bank and teaching institutions. A sample of 96 females, 16 subjects in each professional area both from nuclear and joint family were taken. The study identified that respondents belonging to nuclear family had expressed more interpersonal work stress.

2.2.2 Organizational factors and stress

The organizational factors seem to have the most significant influence on an individual. The relationship between Organizational factors viz., work, role, personal development, interpersonal relationship, organizational climate and stress of the individual reviewed as below.

2.2.2.1 Work stressors

The work factor is closely associated with the level of stress experienced by the employees in the organization.

Tharakan (1992) studied on occupational stress and job satisfaction among working women. He observed that professional women experienced greater work related stress than non-professional women. The expectation of technocrats was much higher than the non-technocrats.

Fulcheri et al. (1995) also observed that size of work loads, the complexity of tasks and responsibility are the major sources of stress factors. The reasons for frustration are delay in career development and a slow erosion of status among the managers.

Aminabhavi and Triveni (2000) revealed that nationalized bank employees have significantly higher occupational stress than non nationalized bank employees, in the dimensions such as role conflict, unreasonable group/political pressure, intrinsic impoverishment and strenuous working conditions.

Bhattacharya and Guha (2006) conducted a study on stress and coping: A study on lady criminal lawyers of Kolkata city. A group of 34 lady criminal lawyers were selected for the study. The significant factors, which are generating stress, are busy schedule of work, odd duty hours, poor interaction, leading tendency of superiors, and poor interpersonal relationship among the colleagues in the work environment.

Latha and Panchanatham (2007) found out the job stressors and their implications on the job performance of 40 software professionals. Result showed that work load acts as major stressors for software professionals. Long work hours are indirectly associated with psychological distress.

2.2.2.2 Role stressors

The role factor is closely associated with the level of stress experienced by the employees in the organization

Madhu et al. (1990) conducted a study on role stress: differential influences of some antecedental factors. 173 managerial personnel from steel organization and 76 from petroleum organization participated in the study. The present study attempted to compare the influence of the antecedental factors namely, personal, organizational, job, superior, leadership styles and communication factors on role conflict and role ambiguity. It was found that role conflict and role ambiguity experienced by the employees were most significant in the petroleum organization.

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Mishra and Dixit (1995) attempted to reveal the coping styles of 300 allopathic doctors. It was found that each of the four type of job stress namely role based stress, task based stress, boundary spanning stress and conflict mediating stress influenced burn out among the doctors and role based stresses such as role conflict and role ambiguity are related with feeling of lack of personal accomplishment.

Peterson (1995) explored role conflict, role ambiguity and role overload as reported by industrial workers and also found that managers are more stressed due to role overload from his study “organizational issues for managers”.

Upadhyay and Singh (1999) compared the level of occupational stress experienced by the 20 college teachers and 20 executives. The executives showed significant higher levels of stress than college teachers on role over load, role ambiguity, role conflicts factor.

Hasnain et al. (2001) on his study “role stress and coping strategies in different occupational groups” assessed the coping strategies in three different occupational groups (20 engineers, 20managers and 20 teachers). Role over load and role erosion were found to be major sources of role stress in all three groups.

Pandey and Tripathy (2001) also found that teaching is a stressful occupation. Job stressors in this profession are role ambiguity and unreasonable group pressure.

2.2.2.3 Personal development stressors

The personal development factor is closely associated with the level of stress experienced by the employees in the organization.

Fulcheri et al. (1995) also observed that delays in career development and a slow erosion of status are the main reasons for frustration among the managers.

Upadhyay and Singh (1999) compared the occupational stress level experienced by the 20 college teachers and 20 executives. The teachers showed significant higher levels of stress than executives on intrinsic impoverishment and status factors. They experienced stress because their personal wishes and strong desire for better and prosperous career were felt to be blocked by others.

Gaur and Dhawan (2000) examined that the relationship between work related stressors and adaptation pattern among women professionals. A sample of 120 women professionals (30 teachers, 30 doctors, 30 bank officers and 30 bureaucrats) participated in the study. It showed that teachers experienced more stress as far as opportunities and obstacles of career development are concerned.

Tang et al. (2001) reported that teachers experience a great deal of stress in the course of their career. Burn out represents teachers’ negative response to the mismatch between job requirements and their perceived abilities, self-efficacy and proactive attitude.

Triveni et al. (2006) concluded that the major sources of job stress perceived by 90 veterinary assistant surgeons were numerous meeting, work load, lack of personal growth, lack facilities and monotonous nature of work.

Latha and Panchanatham (2007) found out the job stressors and their implications on the job performance of 40 software professionals. More than 50% of the respondents do not feel stressed by the working conditions and promotional opportunities.

2.2.2.4 Interpersonal relationship stressors

The interpersonal relationship factor is closely associated with the level of stress experienced by the employees in the organization,

As per the report by Madhu et al. (1990) the contribution of interpersonal relation factors to job stress were found significant among the employees in the steel industry.

Upadhyay and Singh (1999) compared the level of occupational stress experienced by the 20 college teachers and 20 executives. The teachers showed significant higher levels of stress than executives on under participation and poor peer relation factors.

Potter et al. (2002) concluded that the interpersonal stressors at work place have the influence on the employees. Interpersonal conflicts experienced in the work place also predict

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diseases and well being declines. Results proved that psychosocial environment of work place have unique effects on employee.

Osmany and Khan (2003) conducted a study on Organizational stress in working women by taking 30 married and 30 unmarried working women. He found that unmarried working women reported high stress at work place due to political pressure and for married women, it may be due to poor peer relation.

Bhattacharya and Guha (2006) conducted a study on stress and coping: A study on lady criminal lawyers of Kolkata city. A group of 34 lady criminal lawyers were selected for the study. The significant factors which are generating stress are busy schedule of work, odd duty hours, poor interaction, leading tendency of superiors, and poor interpersonal relationship among the colleagues in the work environment.

2.2.2.5 Organizational climate stressors

The organizational climate factors are closely associated with the level of stress experienced by the employees in the organization.

Madhu et al. (1990) conducted a study on role stress: differential influences of some antecedental factors. 173 managerial personnel from steel organization and 76 from petroleum organization participated in the study. It was found that the petroleum organization has acclimate which would assist the employees in stress reduction where as the steel organization may not have developed such a climate.

Basha and Ushashree (1997) studied on job stress and coping as related to perceptions of organizational climate. Significant negative relationship was found between perception of organizational climate and the amount of stress experienced by the employees.

Newstrome and Davis (1998) found that when job autonomy provided to managers is high, they enjoy their work and have freedom to do the task according to their own will so that they feel less stress.

Vashishtha and Mishra (2000) found that appraisal support had a partially moderating effect on occupational stress in organizational commitment relationship.

Das and Singhal (2003) explored the effect of job autonomy upon occupational stress among managers, 300male managers were selected for the study. The findings of the study revealed that the managers with high job autonomy show less stress as compared to managers with low job autonomy.

Rastogi and Kashyap (2003) conducted a study on “occupational stress and work adjustment among working women”. Sample consisted of 150 nurses, clerks, and teachers. The results concluded that maximum occupational stress is found among nurses as compared to other two groups. Nurses work under the most severe occupational environment. Teachers perceive the minimum occupational stress because their working climate is best in comparison to the other two groups.

Vashishtha and Mishra (2004) explored the relative contribution of social support and occupational stress to organizational commitment of supervisors (n=200) the result revealed that the social support and occupational stress significantly predict the degree of organizational commitment of supervisors.

Latha and Panchanatham (2007) found out the job stressors and their implications on the job performance of 40 software professionals. More than 50% of the respondents do not feel stressed by the working conditions and promotional opportunities. It can be inferred that IT industry is providing better working environment.

It is quite obvious that occupational stress influences employee’s experiences in different aspects of their job, such as job performance and job satisfaction. A part from this, occupational stress in turn gets influenced by the factors like work, role, interpersonal relationship, personal development and organizational climate. Studies in this regard revealed the above facts.

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2.3 LEVEL OF STRESS

Reddy and Ramamurthy (1990) reported that top-level managers experienced more occupational stress.

Tharakan (1992) studied on occupational stress and job satisfaction among working women. He observed that professional women experienced greater work related stress than non professional women. The expectation of technocrats was much higher than the non technocrats.

Barnes (1992) conducted a study on stress in aviation personnel. A sample of 25 captains, 16 flight engineers, 11 cabin crew members from air India were considered for the study. The results revealed that the cabin crews have far more stressors than other aviation groups. This is followed by pilots.

Srivastava et al. (1994) revealed tat in private sector organization middle level managers faced greater stress and anxiety as compared to top level managers.

Sahu and Mishra (1995) explored the life stress and coping styles in teachers. The sample consisted of 120 male and 120 female teachers. The males experienced greater stress in the work and society areas, while females experienced more stress in family areas.

Aminabhavi and Triveni (1998) found that the signal maintainers have higher occupational stress as compared to other employees in railways. It also showed that railway employees who expressed moderate level of job satisfaction and life satisfaction have significantly higher occupational stress than those who expressed higher life and job satisfaction.

Boroun et al. (1998) studied the job stress and job performance among 150 self paced repetitive workers. He indicated that the low satisfied workers experienced more ‘after work’ stress than the high satisfied workers.

Gaur and Dhawan (2000) examined that the relationship between work related stressors and adaptation pattern among women professionals. A sample of 120 women professionals (30 teachers, 30 doctors, 30 bank officers and 30 bureaucrats) participated in the study. It showed that the four professionals groups have shared almost similar level of stress except in the categories of career development and stressors specific to working women.

Aminabhavi and Triveni (2000) revealed that nationalized bank employees have significantly higher occupational stress than non nationalized bank employees, in the dimensions such as role conflict, unreasonable group/political pressure, intrinsic impoverishment and strenuous working conditions. Non nationalized bank employees have significantly higher stress due to low status.

Pandey and Srivastava (2000) studied the work stress experienced by teachers, railway and bank employees. Maximum work stress was reported by the rail way employees but the level of stress was lesser in bank personnel and least in teachers.

Harshpinder and Aujla (2002) found in their study that working women were more stressed due to sociological factors where as non working women were more stressed due to environmental factors.

Bhatia and Kumar (2005) attempted to explore occupational stress and burn out among employees. A sample consisted of 100 employees belonging to supervisor and below supervisor level. Employees at supervisor rank experienced more occupational stress than below supervisor level due to more responsibility and accountability.

Das and Singhal (2003) explored the effect of job autonomy upon occupational stress among managers, 300male managers were selected for the study. The findings of the study revealed that the managers with high job autonomy show less stress as compared to managers with low job autonomy.

A study by Aujla et al. (2004) showed that working women were significantly more stressed due to psychological stressors than non working women.

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Ojha and Rani (2004) examined the level of life stress and various dimensions of mental health among working (n=30) and non working (n=30) Indian women. Working women were significantly scored higher on life stress in comparison to non working women.

Bidlan (2005) conducted a study on “job involvement, job frustration, and occupational stress among workers of small and large scale industrial units”. He examined semi-skilled workers (n=200) from small and large scale industrial units. Results showed that small scales industrial worker had significantly greater degree of job stress than the workers of large scale industrial units.

Srivastava (2005) on his study effects of cognitive appraisal on the relationship of job stress and job related health outcomes considered the sample size of 300. The results showed that the employees who are appraised the severity of and threats posed from stressful situation as to be high experienced markedly higher degree of job stress in comparison to those who appraised the severity and expected threats as to be low.

Panchanatham et al. (2006) analyzed the stress pattern of coercive and nom coercive leaders. A group of 60 problem solving executives who belong to implementer style were considered for the study. It proved that coercive leaders are more stressful than non coercive leaders.

S.R.L.M. and Sarada Devi (2006) assessed the probable ratio of satisfaction to stress of women in different occupations. The total sample comprised of 120 working women in which 30 lawyers, 30 engineers and 60 clerks. The findings of the study revealed that among all the three categories of women employees, the probable ratio of stress was more than satisfaction in their role performance.

From all these studies it can be concluded that individuals do experience stress of different levels; only their sources of stress vary according to the type of institution, working conditions in which they have to work.

2.4 COPING STRATEGIES

Mishra and Dixit (1995) attempted to reveal the coping styles of 300 allopathic doctors. It was found from the investigation that those who use effective coping (i.e. above average control style and below average escape style) are less burn out than those who use ineffective coping (i.e. above average escape style and below average control style).

Upamanyu (1997) explored the stress management techniques used by the educated working women. The sleep & relaxation, exercise, time management, diet and yoga are the best way adopted to manage stress by educated working women

Aminabhavi and Triveni (2000) in their study found that age, sex, coping strategies of bank employees have not influenced their occupational stress.

Pandey and Srivastava (2000) studied coping with work stress in career oriented females. It was found from the result that teachers expressed significantly better active coping than bank employees.

Gaur and Dhawan (2000) examined that the relationship between work related stressors and adaptation pattern among women professionals. A sample of 120 women professionals (30 teachers, 30 doctors, 30 bank officers and 30 bureaucrats) participated in the study. They showed a configuration of adaptation pattern of active coping. The junior level job group or junior age group is significantly more active coping, greater planfulness and has more initiative as compared to middle and senior age group or level of employment status.

Harshpinder and Aujla (2001) investigated the different physical stress management techniques utilized by women. Results showed that working women were making more use of writing dairy, standard furniture and high fiber diet as compared to non working women. The two groups did not differ significantly in the use of other techniques.

Hasnain et al. (2001) on his study “role stress and coping strategies in different occupational groups” assessed the coping strategies in three different occupational groups (20 engineers, 20managers and 20 teachers). No significant difference was obtained among the coping strategies of the three groups. The two coping strategies used by these three groups were extra-persistive and inter-persistive (approach coping). In a nutshell it can be

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said that in all the three groups approach coping strategies were more frequently used than avoidance strategies.

Aminabhavi and Kamble (2004) conducted a study on work motivation and stress coping behaviour of technical personnel at a railway work shop. The sample comprised of 30 technical personnel in the age range of 30-59 years. It was found that middle –aged technical personnel had significantly higher stress coping behaviour as compared to the older technical personnel.

Aujla et al. (2004) investigated to analyze the different stress management techniques used by 75 working women and 75 non working women of Ludhiana city. Results showed that majority of the respondents in both the categories were using various stress management techniques viz. relaxation, music, prayer, recreation with family, planning etc. Planning and relaxation were most preferred techniques among both the groups.

Aditi and Kumari (2005) found that the stress buffering effects of friendship and social support systems seem to a significant contributor to high levels of stress.

Randeep and Ravindran (2005) attempted to explore the relationship between coping strategies and coping styles among 30 marketing executives in two private sector mobile phone companies. It was concluded that in the use of coping styles such as task strategies, logics, home and work relationship, time management and involvement, executives differ considerably with respect to their cognitive styles.

Bhattacharya and Guha (2006) conducted a study on stress and coping: A study on lady criminal lawyers of Kolkata city. A group of 34 lady criminal lawyers were selected for the study. The significant coping mechanisms as preferred by them are reading books, traveling or outing, listening to music etc.

Chand (2006) studied to examine the psychological factors in the development of work stress. The respondents are 150 junior management scale-1 officers in various banking institutions. The findings of the study revealed that job related strain is positively related with escape coping and negatively related with life event stress, control coping and symptom management coping.

Sikthingnanavel (2006) explored the effect of select yogic practices on stress of working women of 15 normal female volunteers. The suitable parameters were used before and after 10 days training programme. The results show that there is a greater improvement in the reduction of stress in the experimental group than the control group.

All these studies have revealed that coping strategies of individuals has significant effect on mitigating of stress. The above studies explored different stress management techniques to reduce or minimize stress.

2.5 GENDER DIFFERENCES IN RELATION TO STRESS AND COPING STRATEGIES

As far as gender differences are concerned the studies revealed the following facts

2.5.1 Gender differences in relation to stress

Beena and Poduval (1992) conducted a study on sample of 80 executives in different organizations (40 male and 40 female) with in the age range of 25-45 years, to know the gender difference in work stress. The result revealed that female executives experienced higher rate of stress.

Mitra and Sen (1993) in their study found that male and female executives differed significantly on role ambiguity, role conflict, inter role distance, future prospects and human relation at work and femininity and masculinity dimensions. Male executives with masculine sex role orientation faced greater job stress and anxiety than females possessing an androgynous personality. Authors attributed this fact to a greater reluctance to self disclose among men and different socialization patterns laid down for both men and women in Indian society.

Ushashree et al. (1995) on their study considered 80 male and 80 female high school teachers in the age group of 25-40 year(adult) and 41-60 years(middle) age to know

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the effect of gender on teacher’s experience of job stress and job satisfaction. Analysis of data indicated significant effect of gender on job stress.

Sahu and Mishra (1995) made an attempt to explore gender differences in relationship between stresses experienced in various areas of life. The sample for the study was 120 men and 120 women teachers. The result revealed the significant positive relationship between works related stress and society related stress in males. On the other hand, in females, a significant positive relationship was observed between family stress and society related stress.

Bhagawan (1997) studied on job stress among 53 male and 47 female teachers from 20 schools in Orissa. It was found from the results that male teachers experienced more stress compared to female teachers.

Barkat and Asma Praveen (1999) studied the effect of gender on organizational role stress. The sample consisted of 50 managers, 25 male and 25 female of SBI. The age range of the subjects was between 36-55 years. Results indicated that females showed lower degree of role stress than their male counterparts.

Aminabhavi and Triveni (2000) conducted a study on the nationalized and non nationalized bank employees. The sample consisted of 78 bank employees of which 39 nationalized and 39 non nationalized banks. The result revealed that male and female bank employees do not differ significantly in their occupational stress.

Pradhan and Khattri (2001) studied the effect of gender on stress and burn out in doctors. They have considered experience of work and family stress as intra-psychic variables. The sample consisted of 50 employed doctor couples. Mean age was 40 years for males and 38 years for females. The result indicated no gender difference in the experience of burn out, but female doctors experience significantly more stress.

Triveni and Aminabhavi (2002) conducted a study to know the gender difference in occupational stress of professional and non- professionals. The sample consisted of 300 professionals (doctors, lawyers and teachers) and 100 non professionals. The result revealed that women professionals experience significantly higher occupational stress than men due to under participation.

All these studies have revealed controversial results but gender of individuals has significant effect on experience of stress. In some situations, women experience more stress than men and vice versa.

2.5.2 Gender differences in relation to stress coping strategies

Sahu and Mishra (1995) explored the life stress and coping styles in teachers. The sample consisted of 120 male and 120 female teachers. The males used emotion-focused coping as well as problem-focused coping while females used only emotion-focused coping.

Khan et al. (2005) conducted a study on coping strategies among male and female teachers with high and low job strain. The results of the present study indicate that both male and female teachers used the same strategies to cope with job strain. Significant difference was not found to exist between the male and female teachers on different types of coping strategies except use of humour. Teachers have adopted a range of coping strategies most tend to be functional or active and some are dysfunctional or passive (i.e. self-distraction and use of humour). Male and female teachers did not give response on alcohol dimension of cope scale.

All these studies have revealed controversial results but gender of individuals has no significant difference on the use of stress coping strategies.

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3. METHODOLOGY

The present research titled “Factors influencing stress and coping strategies among the degree college teachers of Dharwad city, Karnataka” was conducted during the year 2007 in Dharwad city of Karnataka state. This chapter deals with the methodology adopted for the present investigation. The methodology used for the research has been presented under following sub headings:

3.1 Locale of the study

3.2 Selection of the sample

3.3 Research design

3.4 Procedure for the data collection

3.5 Selection and use of the tools for the study

3.6 Variables and their measurements

3.7 Statistical analysis

3.1 LOCALE OF THE STUDY

The locale for the study was restricted to the Dharwad city in Karnataka state. Dharwad is known as the educational centre of Karnataka state. Forty colleges in Dharwad city offering the degree courses were contacted for the selection of the sample. Among them twelve established colleges namely, Anjuman Arts & Commerce College, BMHEC’s Kittle Science College, BMHEC’s CSI College of Commerce, Basavreddy Education Societies B.C.A& B.B.A college, Hurakadli Ajja Women’s College, JSS Banashankari Arts, Commerce & S.K. Gubbi Science College, Karnataka College, Kittle Arts College, Rajeev Gandhi Education Societies B.C.A & B.B.A College, Rural Home Science College, Sri. Mahalaxmi Arts & Commerce College and College of Agriculture were chosen for the study. These colleges were offering degrees in Arts, Science, Commerce and other technical courses at graduation level.

3.2 SELECTION OF SAMPLE

The criteria for selection of the respondents for the study were the full time employed teachers in the degree colleges of Dharwad city. The total sample size was comprised of 200 teachers (100 males and 100 females), who were selected by random sampling method from the selected degree colleges.

3.3 RESEARCH DESIGN

This study was aimed to identify stressors, the level of stress and coping strategies adopted by the teachers of degree colleges which may affect their behaviour and work efficiency.

3.4 PROCEDURE FOR DATA COLLECTION

Data collection was carried out with the prior permission of the Principal and contacted the teachers to get the responses. Good rapport with teachers was established by giving introduction about the objectives of the study, importance of their co-operation and their sincere responses before the distribution of the questionnaire. They were also informed that confidentiality of the information would be maintained strictly. The teachers were instructed very clearly about the pattern of answering the questionnaire. They were given enough time to answer all the statements.

3.5 SELECTION AND USE OF THE TOOLS FOR STUDY

Inventories were selected on the basis of the objectives of the study. Since the respondents were highly educated, questionnaire was considered to be the most suitable instrument for the data collection. To collect information about demographic characteristics and coping strategies for stress, questionnaires were developed. The tools used to carry out the present research included the following aspects:

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3.5.1 Demographic characteristics questionnaire

3.5.2 Employment organization sources of stressors scale

3.5.3 Questionnaire for coping strategies

3.5.1 Demographic characteristics questionnaire

The demographic characteristics schedule consisted information of the teachers regarding age, gender, education, designation, total service, monthly income of the respondents, family type, family size, employment of the spouse and annual income of the family.

3.5.2 Employment Organization Sources of Stressors (EOSS) scale

EOSS is a self-administering scale, which could be administered individually or in a group. In the present study, the EOSS was administered for the individual teachers. The scale developed by Telaprolu and George (2005), was adopted in the study to measure the level of stress among the degree college teachers. It consisted of 80 statements and had a five-point scale such as “always”, “frequently”, “sometimes”, “rarely” and “never” with scoring as 4, 3, 2, 1 and 0 respectively. The range of the scores was 0 to 320. Based on the total scores, the level of stress was quantified as follows:

Category Range

Very low stress 0-80

Low stress 81-160

Moderate stress 161-240

High stress 241-320

Interpretation of Employment Organization Sources of Stressors scale

The EOSS scale had been categorized into five components depending upon the nature of the stressors. The statements 1 to 16 represented work stressors, statements 17 to 32 represented role stressors, statements 33 to 48 represented personal development stressors, statements 49 to 64 represented interpersonal relations stressors and statements 65 to 80 represented organizational climate stressors. But among the statements some statements were positive and some were negative. Each statement had five alternatives and the subject had to choose one alternative for each item based on their assessment. Scores 4 through to 0 were assigned to the responses “always”, “frequently”, “sometimes”, “rarely” and “never”, respectively to the statements which reflected the sources of stressors. The scoring pattern was reversed in case of negative statements, which reflected no sources of stressors. The scores were interpreted such that higher the score, the greater was the perception of stressor from each source as well as in the overall organization.

Reliability of the EOSS scale

A pilot study was conducted on 30 teachers from the degree colleges of Dharwad city. The data was subjected to test the reliability by split half method. The coefficient of correlation computed using Pearson product moment formula served as a measure of reliability. The correlation value of total stressors was 0.879 and was significant. The reliability of the whole scale was estimated by using Spearman Brown Prophecy formula, which states,

2r

r rel = ———

1+r

Reliability value was r rel = 0.9356.

3.5.3 Coping strategy questionnaire

Coping strategies questionnaire consisted of the items to collect information from the teachers regarding the physical and mental stress management strategies adopted by them.

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3.6 VARIABLES AND THEIR MEASUREMENTS

The independent and dependent variables selected for the study were given below. Demographic characteristics were the independent variables, where as employment organization sources of stressors and coping strategies as dependent variables.

3.6.1 Independent variables

The demographic characteristics were age, gender, education, designation, total service, monthly income, family type, family size, employment of the spouse and annual income of the family.

3.6.1.1 Age

The chronological age of the respondents in completed years at the time of investigation was referred to as age and classified into following categories, which was used by Siddammanavar (2002).

Category Age in years

Young below 31

Middle 31-50

Old above 50

3.6.1.2 Gender

Gender is a scheme for classification of the individuals based on the biological differences as males and females, which was used by Angadi (2008).

Gender category Scores

Male 1

Female 2

3.6.1.3 Education

The academic qualification of the respondents was classified as below. The respondents who had additional degree other than post graduation, B.Ed., M.Ed., Diploma and the like were included under the post graduate only and the scoring was as follows, which was used by Siddammanavar (2002).

Category Score

Post graduation 1

Doctorate 2

Post doctorate 3

3.6.1.4 Designation

The position / the designation of the respondents held in the institution at the time of investigation were scored as below, which was used by Siddammanavar (2002).

Designation Scores

Lecturer / Assistant Professor 1

Reader / Senior Grade Lecturer / Assoc. Professor 2

Professor 3

Principal 4

3.6.1.5 Total Service

Total services of the respondents were the total completed years that they served in college categorized as follows, which was used by Annapurna (1995).

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Category Completed years of service

I below 14 years

II 14-21 years

III above 21 years

3.6.1.6 Monthly income

The salary of the teachers was considered as the monthly income of the respondents and categorized as follows by using the formula Mean + 0.425 S.D.

Category Range

Low below Rs.16, 865/-

Medium Rs.16, 865/- to Rs.23, 556/-

High above Rs. 23, 556/-

3.6.1.7 Marital status

Marital status of the respondent was classified into three categories as follows, which was used by Khandai (2006).

Category Score

Unmarried 1

Married 2

Widow / Divorcee 3

3.6.1.8 Family Type

Family was classified into two types depending on the structure. (Dahama and Bhatnagar, 1980)

Nuclear family: the family consisting of a single married couple living with their unmarried children was termed as nuclear family.

Joint family: The family consisting of more than one primary family of either of the same generation or of two generations living together living together with or with out children was termed as joint family.

Type of family Score

Nuclear 1

Joint 2

3.6.1.9 Family Size

The total numbers of members residing together in the family was considered as family size and were categorized as below, which was used by Khandai (2006).

Category Size (in no.)

Small up to 4 members or (<5)

Medium 5-7 members

Large above 7 members

3.6.1.10 Employment of the spouse

The categorization of the employment status of the spouse and the respective score were as follows, which was used by Mutsaddi (1995).

Category Score

Unemployed House wives. 1

Semi professionals School teacher, Business man, Journalist 2

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Bank clerk, Accountant, library staff

Employee in railway, post office,

telephone exchange, air force.

Professionals Engineer, Doctor, Professor, Manager, 3

Lawyer.

3.6.1.11 Annual income of the family

The annual income of the family was calculated by considering the total income of the family members in a year from all the sources and categorized as follows by using the formula Mean + 0.425 S.D.

Category Range

Low below Rs. 3, 45, 040/-

Medium Rs. 3, 45, 040/- to Rs. 5, 15, 680/-

High above Rs. 5, 15, 680/-

3.6.2 Dependent variables

Employment organization sources of stressors and coping strategies were considered as the dependent variables.

3.7 STATISTICAL ANALYSIS

The collected data was analyzed by using the following statistical tools and techniques.

3.7.1 Frequency and percentage were used to interpret the demographic characteristics, level of stress among the teachers and the coping strategies adopted by them.

3.7.2 t-test was used for the comparison between two groups by using the formulae as follows:

t =

S2 =

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

S12 = variance of first group

S22 = variance of second group

S2

= 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,

{(n1-1) S12 + (n2-1) S2

2}

(n1 + n2 – 2)

√S2 [1/n1 + 1/n2]

| X1 – X2 |

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monthly income, family size, family type and annual family income by using the formula.

r =

Where,

r = Simple correlation coefficient x = Independent variable y = Dependent variable

Σx = Sum of x values

Σy = Sum of y values

Σx2 = Sum of squares of x values

Σy2 = 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 = =

Where,

Regression coefficient was tested by using the formula

t =

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.

Covariance (Xi Yi)

Variance of xi

n Σ Xi Yi – (ΣXi) (ΣYi)

n ΣX2

i – (ΣXi)2

bi

SE (bi)

n Σxy - Σx Σy

√[nΣx2 – (Σx)

2] [nΣy

2 - (Σy)

2]

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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

4.1 DEMOGRAPHIC CHARACTERISTICS OF THE SELECTED DEGREE COLLEGE TEACHERS

An individual’s way of perceiving things around him or her is the product of interaction of number of personal, familial and social background factors. These factors influence the over all life style and out look towards life. The information regarding some of the factors like age, marital status, family type, family size etc, were presented in table 1.

The demographic characteristics of teachers presented in table 1 indicated that, majority of the teachers (75.0%) fell in middle age group i.e. between 31-50 years of age followed by younger age group i.e. below 31 years of age (14.5%) and old age group i.e. above 50 years of age (10.5%). Further it was evident that each 75.0 per cent of the male and female teachers belonged to middle age group between 31-50 years where as only 6.0 per cent of the male and 23.0 per cent of the female teachers belonged to young age group i.e. less than 31 years of age.

Marital status depicted that maximum percentage of the teachers (82.0%) were married followed by unmarried (17.5%) and widow (0.5%). Maximum percentage of the males (91.0%) and of the females (73.0%) were married and 9.0 per cent of the males and 26.0 per cent of the females were unmarried.

In relation to family type, majority of the teachers (68.0%) were from nuclear family and 32.0 per cent were from joint family. It represented that 65.0 per cent of the males and 71.0 per cent of the females were from nuclear family where as, 35.0 per cent of the male and 29.0 per cent of the female teachers were from joint family.

With respect to family size, 60.5 per cent of the teachers of both categories had small family i.e. up to four members per family followed by medium family size with 5-7 members (35.5%) and large family size i.e. above7 members (4.0%). Further 70.0 per cent of the male and 51.0 per cent of the female teachers had small family size i.e. up to 4 members in their family, followed by medium family (24.0 % of the male and 47.0 % of the female teachers).

Table 1 also dealt with the information regarding education, designation, total service, income of the respondent, employment of the spouse and annual income of the family.

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Table 1. Demographic characteristics of the selected degree college teachers

Males n=100

Females n=100 Sl.

No. Demographic variable

Frequency

Percentage

Frequency

Percentage

Total N=200

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

VI. Lecturer /Asst. Professor

44 44.0 67 67.0 111(55.5)

1 SGL/ Reader/ Assoc. Professor

46 46.0 32 32.0 78(39.0)

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)

2 Medium (Rs.16,865/- to Rs.23,556/-)

41 41.0 38 38.0 79(39.5)

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)

2 Medium (Rs. 3, 45,040/- to Rs. 5,15,680/-)

35 35.0 40 40.0 75(37.5)

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.

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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).

4.2 FACTORS CAUSING STRESS AMONG THE DEGREE COLLEGE TEACHERS AS PER EMPLOYMENT ORGANIZATION SOURCES OF STRESSORS (EOSS) SCALE

The circumstances with which the individuals have to work in daily living and the roles that they need to play cause stress. The stress caused may motivate or demotivate the subjects to fulfill their role obligations. Stress causing factors are called as the stressors. According to Pestonjee (1992) the identified sources of stressors in the organization were namely, work, role, personal development, interpersonal relations and organizational climate stressors, which were further adopted by Telaprolu and George (2005) to develop the Employment Organization Sources of Stressors scale.

The stressors of employment organizations among the degree college teachers were analyzed on the basis of frequency and percentage scores and further used for analysis. The stressors that caused stress ‘always’ for positive statements (which reflected sources of stressors) and ‘never’ for negative statement (which reflected no sources of stressors) among the selected teachers were considered for the identification of stressors. It was clearly

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explained in the methodology that scoring pattern was reversed for negative statements to neutralize these statements.

4.2.1 Work stressors among the degree college teachers.

An assessment of table 2 and fig.1 about the work stressors among the degree college teachers revealed that maximum percentage (28.5%) of the teachers expressed that the complex nature of their work did not baffle them. The teachers reported that, they experienced stress always, for the same reason they were waiting for the day to come when they could relax (14.5%) and they were fed up by keeping themselves busy all the times to meet the deadlines (14.0%). Further, the teachers also reported that they were stressed always because, most of the time they had to force themselves to start work (9.0%). On the other hand, the teachers stated that, they enjoyed working long hours at work (9.0%), at times they loved when their hands were full which kept them busy at their work (7.0%) and the time passed with out their notice each day at their work (6.5%). Also 6.5 per cent of the teachers reported that, they experienced stress always due to the norms and expectations put curb on their enthusiasm. Lesser percentage revealed that they were fed up to follow the same routine day in, day out (4.5%), and at times managed to cope up well with the demands from their work (2.5%). On the contrary to the above statement, 2.5 per cent of the teachers were unable to carry out their work to their satisfaction on account of deadlines drawn. Further, 2.0 per cent of each reported that, they looked forward to face another day in their work life, they set the deadlines and worked at their own pace peacefully and working conditions were satisfactory in their organization from the point of view of workers welfare and convenience. Meager percentage also opined that they were stressed always because their job lacks opportunities to utilize their skills and abilities, found it difficult to concentrate on their work because of noise they exposed (1.0 % of each).

Gender wise analysis revealed that 34.0 per cent of the male and 23.0 per cent of the female teachers did not experience stress always due to the complex nature of work. On the other hand, it was found that, 17.0 per cent of the males and 12.0 per cent of the females were stressed always because they were waiting for the day when they could relax. Moreover, 16.0 per cent of the male and 12.0 per cent of the female teachers were fed up by keeping themselves busy all the times to meet the deadlines.

4.2.2 Role stressors among the degree college teachers.

An observation of table 3 and fig. 2 about the role stressors among the degree college teachers illustrated that majority i.e. 15.5 per cent of the teachers reported that they experienced stress always because their employment organizational responsibilities interfere with their family responsibilities. The teachers reported that, they were constrained in their role fulfillment due to lack of knowledge and skill (8.5%), at times they need to sacrifice their values in meeting their role obligations (8.0%) and felt concerned due to poor information inflow which restricted their output (7.5%). Further the respondents reported that they were stressed because of the segregation by role which was visible in their organization to the extent of discomfort (5.5%) and also the repeated incidents where their contributions were taken very lightly put them off (5.0%). Four per cent and 3.5 per cent of the teachers reported that they had stress always because it was not clear to what type of work and behavior their higher authorities and colleagues expect from them, got baffled with the contradictory instructions given by different members in the organization regarding their work. On the contrary to the above statement, 3.0 per cent reported that they knew what people with whom they worked expect from them. They were able to use their training and expertise in their role was reported by 4.0 per cent. The teachers also revealed that sufficient mutual cooperation and team sprit existed among the members in the organization (3.5%), people in the organization could understand their priorities (3.0%) and they exposed to opportunities to enhance their efficiency (1.0%).

The gender wise analysis revealed that 19.0 per cent of the males and 12.0 per cent of the females experienced stress always because their employment organizational responsibilities interfere with their family organizational role, where as 5.0 per cent of the males and 12.0 per cent of the females were constrained in their role fulfillment due to lack of knowledge and skill. Further higher percentage of the female teachers (9.0%) were disheartened, because of the repeated incidents where their contributions were taken very lightly, where as only 1.0 per cent of the male teachers seems to be affected. Lastly, meager

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Table 2. Work stressors among the degree college teachers

Stress always Sl. No.

Work stressors Males n=100

Females n=100

Total N=200

1 The complex nature of my work does not baffle me.

34(34.0) 23(23.0) 57(28.5)

2 I am waiting for the day to come, when I can relax.

17(17.0) 12(12.0) 29(14.5)

3 I am fed up by keeping myself busy all the times to meet deadlines.

16(16.0) 12(12.0) 28(14.0)

4 I love when my hands are full which keeps me busy at my work.

10(10.0) 4(4.0) 14(7.0)

5 Most of the time I have to force myself to start work.

7(7.0) 11(11.0) 18(9.0)

6 I enjoy working long hours at my task. 7(7.0) 11(11.0) 18(9.0)

7 The norms and expectations put a curb on my enthusiasm.

5(5.0) 8(8.0) 13(6.5)

8 The time passes with out my notice each day at my work.

5(5.0) 8(8.0) 13(6.5)

9 I manage to cope up well with the demands from my work.

5(5.0) 0(0.0) 5(2.5)

10 I am fed up to follow the same routine day in and day out.

3(3.0) 6(6.0) 9(4.5)

11 I am unable to carry out my work to my satisfaction on account of deadlines drawn.

3(3.0) 2(2.0) 5(2.5)

12 I look forward to face another day in my work life.

2(2.0) 2(2.0) 4(2.0)

13 I set deadlines and work at my own pace peacefully.

2(2.0) 2(2.0) 4(2.0)

14 Working conditions are satisfactory in my organization from the point of view of workers welfare and convenience.

1(1.0) 3(3.0) 4(2.0)

15 My job lacks opportunities to utilize my skills and abilities.

1(1.0) 1(1.0) 2(1.0)

16 I find it difficult to concentrate on my work because of the noise, I am exposed to.

0(0.0) 2(2.0) 2(1.0)

Note: Figures in the parentheses indicate percentage

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Fig. 1. Work stressors among the degree college teachers

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Fig.1. Work stressors among the degree college teachers

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Table 3. Role stressors among the degree college teachers

Stress always Sl. No.

Role stressors Males n=100

Females n=100

Total N=200

1 My employment organizational responsibilities interfere with my family organizational role.

19(19.0) 12(12.0) 31(15.5)

2 I need to sacrifice my values in meeting my role obligations.

6(6.0) 10(10.0) 16(8.0)

3 Segregation by role is visible in my organization to the extent of discomfort.

6(6.0) 5(5.0) 11(5.5)

4 I am constrained in my role fulfillment, due to lack of knowledge and skill.

5(5.0) 12(12.0) 17(8.5)

5 I feel concerned due to poor information inflow, which restricts my output.

5(5.0) 10(10.0) 15(7.5)

6 I get baffled with the contradictory instruction given by different members in the organization regarding my work.

5(5.0) 2(2.0) 7(3.5)

7 It is not clear as ,to what type of work and behavior my higher authority and colleagues expect from me

3(3.0) 5(5.0) 8(4.0)

8 I am able to use my training and expertise in my role.

2(2.0) 6(6.0) 8(4.0)

9 I know what the people, with whom I work,

expect from me.

2(2.0) 4(4.0) 6(3.0)

10 People in the organization can understand

my priorities.

2(2.0) 1(1.0) 3(1.5)

11 Repeated incidents where my contributions are taken very lightly put me off.

1(1.0) 9(9.0) 10(5.0)

12 Sufficient mutual cooperation and team spirit exist among the members in the organization.

1(1.0) 6(6.0) 7(3.5)

13 I am exposed to opportunities, to enhance my efficiency.

1(1.0) 2(2.0) 2(1.0)

14 I enjoy fulfilling my responsibilities in employment organization and in family organization.

0(0.0) 2(2.0) 2(1.0)

15 My presence is felt in the organization. 0(0.0) 1(1.0) 1(0.5)

16 My role in the organization is adequately planned. 0(0.0) 1(1.0) 1(0.5)

Note: Figures in the parentheses indicate percentage

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

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Fig.2. Role stressors among the degree college teachers

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Table 4. Personal development stressors among the degree college teachers

Stress always Sl. No.

Personal development stressors Males n=100

Females n=100

Total N=200

1 I am basically a lazy person, so I am happy with fewer responsibilities.

66(66.0) 54(54.0) 120(60)

2 My wish to achieve the top position gives me extra energy to work in the organization.

12(12.0) 9(9.0) 21(10.5)

3 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.

11(11.0) 7(7.0) 18(9.0)

4 My conscience pricks me at the loss of interest; I exhibit to initiate work due to internal politics in the organization.

11(11.0) 7(7.0) 18(9.0)

5 I end up seeking suggestions from my colleagues due to my in-experience.

8(8.0) 14(14.0) 22(11.0)

6 I have aspirations and qualifications, but the system does not have better positions for me.

7(7.0) 11(11.0) 18(9.0)

7 Extra efforts I need to take, to prove myself in my role puts pressure on me.

6(6.0) 21(21.0) 27(13.5)

8 It is hard for me when I need to sacrifice my professional ambitions in favour of my familial ambitions.

4(4.0) 14(14.0) 18(9.0)

9 My work in the organization goes as per my plan.

4(4.0) 6(6.0) 10(5.0)

10 My roles that I fulfill give scope for exposure to the latest technologies.

3(3.0) 0(0.0) 3(1.5)

11 My inability, to cope up with the level of excellence set up in my organization leaves me with nightmares.

2(2.0) 10(10.0) 12(6.0)

12 My college peers with same qualification are in better positions than me.

1(1.0) 12(12.0) 13(6.5)

13 My inability to take up challenging tasks due to the nature of my appointment puts me off at work.

0(0) 4(4.0) 4(2.0)

14 The goodwill and co-operation, I earn from my fellow beings in the organization make me strive forward to achieve greater things.

0(0) 2(2.0) 2(1.0)

15 Stability in my job makes me take up challenging tasks enthusiastically as failures are not dealt with drastically.

0(0) 2(2.0) 2(1.0)

16 I rise to any occasion, by building competence through my initiatives; this earns me respect from my colleagues.

0(0) 2(2.0) 2(1.0)

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

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Fig. 3. Personal development Stressors among the degree college teachers

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Fig.3. Personal development stressors among the degree college teachers

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beared no association with each other in the organization was an encouraging notion to them as a member of the same and also it was hard for them when they need to sacrifice their professional ambitions infavour of familial ambitions. Further, 6.5 per cent of the teachers reported that they had stress always, because their college peers with same qualifications were in better position than them and 6.0 per cent reported that their inability to cope with the level of excellence set up in their organization left them with nightmares.

The gender wise analysis of the results revealed that, experience of stress always by majority of the males (66.0%) and females (54.0%), because they were basically lazy persons and were happy with fewer responsibilities. Where as 6.0 per cent of the males and 21.0 per cent of the females reported that they were stressed always due to the extra effort they need to take to prove themselves in their role put pressure on them. On the other hand, 8.0 per cent of the males and 14.0 per cent of the females were stressed always because they end up seeking suggestion from their colleagues due to their in experience. Only 2.0 per cent of the each female teachers reported that they experienced stress always, because of their inability to take up challenging tasks due to the nature of their appointment put them off at work. Two per cent of each of the female teachers expressed that the good will and cooperation they earned from their fellow beings in the organization made them strive forward to achieve greater things, stability in their job made them took up challenging tasks enthusiastically as failures were not dealt with drastically . Moreover, they rose to any occasion by building competence through their initiatives which earned respects from their colleagues (2.0%) where as no male teachers considered these as stressors.

4.2.4 Interpersonal relation stressors among the degree college teachers.

An observation of table 5 and fig. 4 about the interpersonal relation stressors among the degree college teachers revealed that majority i.e. 23.5 per cent of the teachers reported that affectionate behavior from their colleagues was un-imaginable to them. Nine per cent of the respondent also reported that their colleagues went out of their way to make their life easier and 2.5 per cent of teachers reported that their colleagues could be relied on when things get tougher for them at work. On the contrary, 8.0 per cent of the teachers reported that they were stressed always, because advice from colleagues when faced with a problem was a rarity in their life and 6.0 per cent reported that their relations with their colleagues caused great deal of anxiety.

Thirteen per cent of the teachers reported that they were stress always, because extracting work from their subordinates was an ordeal for them and 4.5 per cent also reported that the kind of support they got from their subordinates caused them great deal of stress. On the contrary to the above statement, the respondents revealed that their subordinates felt free to discuss their personal problems (6.0%) and the relations with their subordinates made their life worthwhile (4.5%).

Ten per cent of the teachers were stressed always because they lacked the freedom to ask any sort of help when they need from their superiors and 7.0 per cent reported that their relations with their superiors caused great deal of anxiety. On the contrary to the above statements, each of 2.5 per cent of the teachers also reported that the faith bestowed on them by their superiors was encouraging and they had the freedom to express their ideas in front of their superiors.

Gender wise analysis revealed that 22.0 per cent of the males and 25.0 per cent of the females reported that affectionate behavior from their colleagues was un-imaginable to them. Ten per cent of each males and females reported that they lacked the freedom to ask for any sort of help when they need from their superiors, where as extracting work from their subordinates was an ordeal for them was reported by 8.0 per cent of the males and 18.0 per cent of the female teachers. Only 5.0 per cent of the female teachers were stressed always due to the wall existed between their subordinates, which lead them to a sense of loss, where as 5.0 per cent of the female teachers reported that their colleagues were approachable.

4.2.5 Organizational climate stressors among the degree college teachers.

An assessment of table 6 and fig. 5 revealed about the organizational climate stressors among the degree college teachers. Majority i.e. 22.0 per cent of the teachers reported that they experienced stress always due to lack of their involvement in decision making in their organization reduced their responsibilities. Contradictory to this equal per cent

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Table 5. Interpersonal relation stressors among the degree college teachers

Stress always Sl. No.

Interpersonal relations stressors Males n=100

Females n=100

Total N=200

1 Affectionate behavior from my colleagues is un-imaginable to me. 22(22.0) 25(25.0) 47(23.5)

2 I lack the freedom to ask for any sort of help when I need from my superiors.

10(10.0) 10(10.0) 20(10.0)

3 Advice from colleagues when faced with a problem is a rarity in my life. 9(9.0) 7(7.0) 16(8.0)

4 Extracting work from my sub ordinates is an ordeal for me. 8(8.0) 18(18.0) 26(13.0)

5 My colleagues go out of their way to make my life easier. 8(8.0) 10(10.0) 18(9.0)

6 My relations with my superiors cause me a great deal of anxiety. 5(5.0) 9(9.0) 14(7.0)

7 I have the freedom to express my ideas in front of my superiors. 4(4.0) 1(1.0) 5(2.5)

8 The kind of support I get from my sub-ordinates causes me a great deal of stress.

3(3.0) 6(6.0) 9(4.5)

9 The relations with my sub-ordinates make my life worthwhile.

3(3.0) 6(6.0) 9(4.5)

10 My relations with my colleagues cause me a great deal of anxiety.

2(2.0) 10(10.0) 12(6.0)

11 The faith bestowed on me by my superiors is encouraging.

2(2.0) 3(3.0) 5(2.5)

12 My sub-ordinates feel free to discuss their personal problems with me.

1(1.0) 11(11.0) 12(6.0)

13 My colleagues can be relied on when things get tougher for me at work.

1(1.0) 4(4.0) 5(2.5)

14 I have cordial relation with my superiors. 1(1.0) 0(0.0) 1(0.5)

15 My colleagues are approachable. 0(0.0) 5(5.0) 5(2.5)

16 The wall that exists between my sub-ordinates and me leads to a sense of loss.

0(0.0) 5(5.0) 5(2.5)

Note: Figures in the parentheses indicate percentage.

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

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Fig. 4. Interpersonal relation stressors among the degree college teachers

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Fig.4. Interpersonal relation stressors among the degree college teachers

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Table 6. Organizational climate stressors among the degree college teachers

Stress always Sl. No.

Organizational climate stressors Males n=100

Females n=100

Total N=200

1 Lack of my involvement in decision making in my organization reduces responsibilities on my shoulder.

23(23.0) 21(21.0) 44(22.0)

2 The participatory model followed in my organizational set up enhances my responsibilities to the point of exhaustion.

21(21.0) 23(23.0) 44(22.0)

3 Secrecy maintain by my superior in decision making is disgusting.

14(14.0) 11(11.0) 25(12.5)

4 The expectations of my organization to do certain works, which are not to my likings, are unbearable.

14(14.0) 6(6.0) 20(10.0)

5 Decisions made by superiors keeping in view the good of the organization rather than the individual members are un-palatable.

10(10.0) 15(15.0) 25(12.5)

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 organizational system where there is no place for questioning approach.

7(7.0) 4(4.0) 11(5.5)

8 Sympathetic approach of my organization towards its members gives me relaxed work environment.

7(7.0) 3(3.0) 10(5.0)

9 I am sought after in my organization in times of emergencies.

6(6.0) 3(3.0) 9(4.5)

10 The sub-ordination I am subjected to in my role in the organization gives me un-pleasant feelings.

6(6.0) 2(2.0) 8(4.0)

11 Considerable environment tolerance, that persist in my organization makes me irritated.

3(3.0) 4(4.0) 7(3.5)

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 feel responsible for the organization.

2(2.0) 5(5.0) 7(3.5)

14 My superiors understand my personal problems with sympathy.

2(2.0) 4(4.0) 6(3.0)

15 I enjoy executing decision in my organization as I am also a party to it at one level or the other.

2(2.0) 1(1.0) 3(1.5)

16 Freedom is given to me to plan my work in the organization.

0(0.0) 5(5.0) 5(2.5)

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

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Fig. 5. Organizational climate stressors among the degree college teachers

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Female

Fig.5: Organizational climate stressors among the degree college teachers

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organization (2.5%). Further, they enjoyed executing decisions in the organization, as they were also a party to it at one level or the other (1.5%).

Gender wise analysis revealed that, almost all the teachers from both categories experienced/ perceived the organizational climate stressors as similar manner.

4.3 DISTRIBUTION OF THE RESPONDENTS ACCORDING TO THE LEVEL OF STRESS

Table 7 and fig. 6 manifest that higher percentage of the teachers were in the low stress category (70.5%) followed by very low stress category (23.5%) and lesser per cent in moderate stress category (6.0%). None was in high stress category. Gender wise also similar trend was observed.

4.4 GENDER WISE DIFFERENCE WITH THE DIFFERENT COMPONENTS OF THE EMPLOYMENT ORGANIZATION SOURCES OF STRESSORS

Statistical analysis revealed that, gender wise difference with the various components of employment organization sources of stressors among the degree college teachers. It was evident that gender wise significant difference was observed in case of personal development and interpersonal relation stressors (at 5 % level of significance) where as gender wise, it was non significant in case of work, role and organizational climate stressors (Table 8).

4.5 RELATIONSHIP BETWEEN DEMOGRAPHIC CHARACTERISTICS AND THE DIFFERENT COMPONENTS OF EMPLOYMENT ORGANISATION SOURCES OF STRESSORS

Relationship between demographic characteristics and the different components of employment organization sources of stressors presented in table 9 revealed that age, designation, total service and monthly income were negatively and significantly correlated with work stressors, but monthly income had negative and highly significant relationship with work stressors. Annual income of the family had negative and non-significant correlation with work stressors. On the other hand, education, family type and family size though positive, but still non-significant relationship with work stressors was evident.

The age, designation, total service and monthly income were negatively and significantly correlated with role stressors at 0.01 per cent level. Annual income of the family also had negative but non significant relationship with role stressors, where as education, family type and family size were positively and not significantly related to role stressors.

The correlation coefficient of personal development stressors with age, designation, total service and monthly income was negative and highly significant. Negative and non significant correlation was found between personal development stressors and education, family size and annual income of the family, where as only family type had positive and not significance correlation with personal development stressors.

It was evident that correlation coefficient of interpersonal relations stressors with age, total service were negative and significant at 0.01 per cent level. The monthly income had negative correlation but significant at 0.05 per cent level. Further it was evident that designation and annual income of the family had negative and non significant relationship with interpersonal relations stressors, where as education, family type and family size had positive correlation and non significant with interpersonal relations stressors.

The organizational climate stressors showed negative and highly significant relationship with age, total service. However, monthly income was negatively and significantly related at 0.05 per cent level. Further family type and annual income of the family had negative and non significant correlation with organizational climate stressors. Education and family type had positive and non significant correlation with organizational climate stressors.

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Table 7. Distribution of the respondents according to the level of stress

Male Female Total Sl. No.

Level of stress

Frequency % Frequency % Frequency %

1 Very low stress

(1-80) 25 25.0 22 22.0 47 23.5

2 Low stress (81-160)

73 73.0 68 68.0 141 70.5

3 Moderate stress

(161-240) 2 2.0 10 10.0 12 6.0

4 High stress (241-320)

0 0.0 0 0.0 0 0.0

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.

4.6 INFLUENCE OF THE DEMOGRAPHIC CHARACTERISTICS ON TOTAL STRESSORS

The stepwise regression analysis revealed in table 10 that out of eight demographic characteristics only age was the highly influencing factor on the total stressors and was found highly significant.

4.7 COPING STRATEGIES ADOPTED BY THE DEGREE COLLEGE TEACHERS

The present investigation was aimed to analyze the different coping strategies adopted by the degree college teachers. The methods adopted for reducing physical stress viz. reducing physical stress, relaxation, correct posture, diet, physical exercise, medicinal therapy and natural care were considered under physical stress management strategies. The methods for reducing mental stress viz. religious / meditation, psychotherapy, social support, altering situation, reducing responsibility and most liked activities were considered under mental stress management strategies.

4.7.1 Physical stress management strategies and therapies adopted by the degree college teachers

The various physical stress management strategies and therapies adopted by the degree college teachers were revealed in the table 11. To reduce the physical stress, 42.5 per cent of the teachers adopted keeping ready well ahead followed by setting priorities (40.5%), taking hired help (22.5%), using of labour saving devices (17.0%) and alternating heavy work with light work (14.5%). Gender wise analysis revealed that 46.0 per cent of the males and 35.0 per cent of the females adopted setting priorities for work, whereas 39.0 per cent of the males and 46.0 per cent of the females adopted keeping ready well ahead as

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0

10

20

30

40

50

60

70

80P

erc

en

tag

e

Very low stress Low stress Moderate stress High stress

Level of stress

Fig. 6. Distribution of the respondents according to the level of stress

Male

Female

Fig.6. Distribution of the respondents according to the level of stress

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Table 8. Gender wise difference with the different components of employment organization sources of stressors

Male Female Sl. No.

Employment organization sources of stressors

Mean S.D. Mean S.D.

t -value

1 Work stressors 21.51 8.55 20.60 7.50 0.799NS

2 Role stressors 17.69 8.99 18.99 9.23 1.008NS

3 Personal development stressors

22.72 6.32 24.96 6.55 2.459*

4 Interpersonal relations stressors

19.06 6.91 21.72 7.83 2.545*

5 Organizational climate stressors

22.58 8.81 23.45 8.52 0.709NS

Total stressors 103.56 31.24 109.72 32.61 1.364NS

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)

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Table 9. Relationship between demographic characteristics and the different components of employment organization sources of stressors

SL.

No.

EOSS

DC

Work stresso

rs

Role stresso

rs

Personal developme

nt stressors

Interpersonal relation stressors

Organizational climate stressors

Total stresso

rs

1 Age -0.158* -0.261**

-0.211** -0.193** -0.194** -0.255**

2 Education 0.092 0.037 -0.024 0.054 0.135 0.078

3 Designation

-0.171* -0.219**

-0.186** -0.077 -0.109 -0.191**

4 Total service

-0.144* -0.242**

-0.190** -0.206** -0.187** -0.243**

5 Monthly income

-0.186**

-0.262**

-0.229** -0.161* -0.164* -0.250**

6 Family type 0.013 0.097 0.012 0.012 -0.007 0.034

7 Family size 0.023 0.063 -0.025 0.024 0.085 0.048

8 Annual family income

-0.186 -0.147 -0.103 -0.022 -0.138 -0.152

Note- * -significant at 5% level **- significant at 1% level DC- Demographic characteristics EOSS- Employment organization sources of stressors

Table 10. Influence of the demographic characteristics on total stressors

Model Demographic characteristics

b t R2 F

1. Age -0.982 3.710** 0.065 13.763**

Note -** -significant at 0.01% level of probability

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Table 11. Physical stress management strategies and therapies adopted by the degree college teachers

Males n=100

Females n=100 Sl.

No. Physical stress

management strategies Frequency

Percentage

Frequency Percentag

e

Total N=200

I Reducing physical stress

1 Set priorities 46 46.0 35 35.0 81(40.5)

2 Keeping ready well ahead 39 39.0 46 46.0 85(42.5)

3 Take hired help 17 17.0 16 16.0 34(17.0)

4 Use of labour saving devices 13 13.0

28 28.0 45(22.5)

5 Alternating heavy work with light work 13 13.0

16 16.0 29(14.5)

II Relaxation

1 Take rest 47 47.0 60 60.0 107(53.5)

2 Take out time for leisure 46 46.0 27 27.0 73(36.5)

3 Drinking water 27 27.0 32 32.0 59(29.5)

4 Deep breathing 19 19.0 19 19.0 38(19.0) III Correct posture

1 Avoid strenuous posture 52 52.0 38 38.0 90(45.0)

2 Change of posture 33 33.0 30 30.0 63(31.5)

3 Convenient placement of things

31 31.0 48 48.0 79(39.5)

4 Use ergonomically designed furniture

8 8.0 6 6.0 14(7.0)

IV Diet

1 Take balanced diet 60 60.0 59 59.0 119(59.5)

2 Consume more food many times in small quantities

28 28.0 26 26.0 54(27.0)

3 Eat less 27 27.0 20 20.0 47(23.5)

4 High fibre diet 5 5.0 3 3.0 8(4.0)

5 Consume more food 0 0.0 3 3.0 3(1.5)

6 None of these above 0 0.0 1 1.0 1(0.5)

V Physical exercise

1 Walking 76 76.0 76 76.0 152(76.0) 2 Yoga 22 22.0 33 33.0 55(27.5)

3 Playing games 18 18.0 6 6.0 24(12.0)

4 Exercise 13 13.0 18 18.0 31(15.5)

5 Swimming 3 3.0 1 1.0 4(2.0)

6 Going to gym 3 3.0 0 0.0 3(1.5)

7 None of these above 0 0.0 1 1.0 1(0.5)

VI Medicinal therapy

1 Sleeping pill 24 24.0 18 18.0 42(21.0) 2 Smoking 14 14.0 0 0.0 14(7.0)

3 Alcohol consumption 5 5.0 0 0.0 5(2.5)

4 Mood altering drugs 4 4.0 0 0.0 4(2.0) 5 None of these above 54 54.0 78 78.0 132(66.0)

VII Natural care

1 Water therapy 41 41.0 26 26.0 67(33.5)

2 Hot water therapy 33 33.0 51 51.0 84(42.0) 3 Herbal therapy 19 19.0 30 30.0 49(24.5)

4 Colour therapy 2 2.0 1 1.0 3(1.5)

5 Aroma therapy 0 0.0 0 0.0 0(0.0)

6 None of these above 12 12.0 10 10.0 22(11.0)

Note: Figures in the parentheses indicate percentage.

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Majority of the teachers (66.0%) did not adopt any medicinal therapies as stress management techniques where as 21.0 per cent of the teachers used sleeping pills to reduce their physical stress. Gender wise analysis revealed that 24.0 per cent of the males and 18.0 per cent of the females were using sleeping pills to minimize their physical stress .Where as 14.0, 5.0 and 4.0 per cent of the male teachers used smoking, alcohol consumption, mood altering drugs respectively, but none of the female teachers practiced the same.

It was apparent that 42.0 per cent of the teachers practiced hot water therapy followed by water therapy (33.5%), herbal therapy (24.5%) and colour therapy (1.5%) as natural care for physical stress management. Gender wise it was evident that 41.0 per cent of the male and 26.0 per cent of the female teachers practiced water therapy followed by hot water therapy (33.0 % of the males and 51.0 % of the females) and herbal therapy (19.0 % of the males and 30.0 % of the females).

4.7.2 Mental stress management strategies and most liked activities adopted by the degree college teachers

The various mental stress management strategies and most liked activities adopted by the degree college teachers revealed in the table 12. It was patent that 44.0 per cent of the teachers considered offering prayer as an effective stress management technique followed by meditation (38.0%), yoga (20.5%), religious activity (18.0%), chanting mantras (10.5%) and pilgrimage (4.5%). Further, equal per cent of the males (45.0%) offered prayers and meditation to reduce their mental stress where as 43.0 per cent and 31.0 per cent of the females practiced for the same respectively. But chanting mantras was adopted by 7.0 per cent of the males and 14.0 per cent of the females.

Psychotherapy was also adopted as mental stress management technique. Positive thinking was used as an effective method for minimizing mental stress by 62.5 per cent of the teachers, followed by recreation with family (53.0%), change in routine (13.5%) and cry to relieve stress (7.0%). Gender wise analysis revealed that positive thinking was preferred by 58.0 per cent of the males and 67.0 per cent of the females followed by recreation with family members (56.0 % of the males and 50.0 % of the females). Females tend to cry to relieve stress (14.0%) where as males did not.

Under social support, working in group was adopted by 44.5 per cent of the teachers followed by talking to someone (43.5%), attending social gatherings (27.0%), attending parties (14.5%), and taking counseling (8.0%). It was found that, 40.0 per cent of the males and 49.0 per cent of the females teachers practiced of working in group followed by talking to someone (38.0 % of the males and 49.0 % of the females) and attending social gathering (29.0 % of the males and 25.0 % of the females). Where as taking counseling was adopted by very few per cent teachers (each 8.0 % of the males and females).

It was found that 40.0 per cent of the teachers were avoiding painful reminders to reduce their mental stress followed by maintained well organized home, changing of place and adopting to distressing events were adopted by 34.5 per cent, 30.5 per cent and 11.0 per cent of the teachers respectively. Gender wise analysis revealed that maintaining well organized home was practiced by 36.0 per cent of the males and 33.0 per cent of the females followed by avoiding painful reminders by 34.0 per cent of the males and 46.0 per cent of the females.

Reducing responsibilities by delegating the tasks was adopted by 32.0 per cent of the teachers followed by postponing certain tasks (30.0%), legitimately avoid disliked tasks (29.0%), changing in the preference of job (23.0%). Gender wise it was evident that postponing certain tasks was practiced by 35.0 per cent of the male and 25.0 per cent of the female teachers where as legitimately avoiding disliked tasks was practiced by 24.0 per cent of the males and 34.0 per cent of the females to reduce their responsibility.

Under performing most liked activities, watching T.V., listening songs, spending time in park / with nature, going for movie, singing, gardening, painting, and cooking was adopted by 55.5, 58.0, 29.0, 30.0, 22.5, 19.5, 13.5 and 21.5 per cent of the teachers respectively. Gender wise it was revealed that, 58.0 per cent of the males and 53.0 per cent of the females adopted watching T.V. as a most liked activity when they feel stress followed by listening songs (51.0 % of the males and 65.0 % of the females). Higher percentage of the female

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Table 12. Mental stress management strategies and most liked activities adopted by the degree college teachers

Males n=100

Females n=100 Sl.

No. Mental stress

management strategies Frequency

Percentage

Frequency Percentag

e

Total N=200

I Religious/Meditation

1 Offer prayer 45 45.0 43 43.0 88(44.0)

2 Meditation 45 45.0 31 31.0 76(38.0)

3 Yoga 21 21.0 20 20.0 41(20.5) 4 Religious activity 17 17.0 19 19.0 36(18.0)

5 Chanting mantras 7 7.0 14 14.0 21(10.5)

6 Pilgrimage 1 1.0 8 8.0 9(4.5)

7 None of these above 2 2.0 0 0.0 2(1.0)

II Psychotherapy

1 Positive thinking 58 58.0 67 67.0 125(62.5

)

2 Recreation with family 56 56.0 50 50.0 106(53.0

) 3 Change in routine 15 15.0 12 12.0 27(13.5)

4 Cry to relieve stress 0 0.0 14 14.0 14(7.0)

5 None of these above 1 1.0 2 2.0 3(1.5)

III Social support 1 Work in group 40 40.0 49 49.0 89(44.5)

2 Talk to someone 38 38.0 49 49.0 87(43.5)

3 Attending social gathering

29 29.0 25 25.0 54(27.0)

4 Attending parties 18 18.0 11 11.0 29(14.5)

5 Take counseling 8 8.0 8 8.0 16(8.0)

IV Altering situation

1 Maintaining well organized home

36 36.0 33 33.0 69(34.5)

2 Avoiding painful reminders

34 34.0 46 46.0 80(40.0)

3 Change of place 31 31.0 30 30.0 61(30.5)

4 Adopting to the distressing events

13 13.0 9 9.0 22(11.0)

V Reducing Responsibility

1 Postponing certain tasks 35 35.0 25 25.0 60(30.0)

2 Delegating the tasks 33 33.0 31 31.0 64(32.0)

3 Legitimately avoid disliked tasks

24 24.0 34 34.0 58(29.0)

4 Changes in preference of job

21 21.0 25 25.5 46(23.0)

5 None of these above 2 2.0 0 0.0 2(1.0)

VI Most liked activities

1 Watching T.V. 58 58.0 53 53.0 111(55.5

)

2 Listening songs 51 51.0 65 65.0 116(58.0

)

3 Spending time in park/with nature

33 33.0 25 25.0 58(29.0)

4 Going for movie/shopping

24 24.0 36 36.0 60(30.0)

5 Singing 18 18.0 27 27.0 45(22.5)

6 Gardening 15 15.0 24 24.0 39(19.5)

7 Painting 14 14.0 13 13.0 27(13.5) 8 Cooking 8 8.0 35 35.0 43(21.5)

Note: Figures in the parentheses indicate percentage.

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teachers (35.0%) practiced cooking while they were mentally stressed where as lesser per cent of the male teachers (8.0%) practiced the same.

4.8 GENDER WISE DIFFERENCE WITH REGARDS TO COPING STRATEGIES AMONG THE DEGREE COLLEGE TEACHERS

The gender wise difference with regards to the coping strategies revealed that the difference was found to be non significant for physical stress management strategies and significant at 5 per cent level in case of mental stress management (Table 13).

4.9 STRESS MANAGEMENT TECHNIQUES PRACTICED BY THE SELECTED TEACHERS IN THEIR DAILY LIVING

The stress management techniques / activities practiced by the selected teachers in their daily living were presented in table 14.

Irrespective of gender maximum percentage (27.5%) of the teachers practiced talking to closed ones as a stress management technique, followed by taking rest (25.5%), religious activity (25.0%), listening to music (24%) and watching T. V. (22.5%). Some of the other techniques practiced were reading books (15.5%), setting priorities (15.0%), walking (14.5%), planning (14.0%), positive thinking (14.0%), yoga (14.0%), recreation with family (13.5%), meditation(13.5%), to be alone (11.0%). On the other hand, lesser percentage of the teachers practiced exercise (7.5%), time management (7.5%), maintained well organized home (6.5%), cooking (6.0%), outing (6.0%), singing (5.5%), playing games (4.5%) and painting (1.5%) as stress management techniques preferred in their day to day living when they were stressed.

Gender wise it was evident that higher per cent of both male and female teachers adopted watching T.V., talking to closed ones, performing religious activities, listening to music, taking rest, setting priorities and walking as stress reducing techniques mostly in their daily living.

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Table 13. Gender wise difference with regards to coping strategies among the degree college teachers

Male Female Sl. No.

Coping strategies

Mean S.D. Mean S.D.

t -value

1 Physical stress management strategies

8.59 2.09 8.62 2.04 0.103NS

2 Mental stress management strategies

8.51 2.31 9.33 3.04 2.143*

Note- * -significant at 5% level NS- non-significant

Table 14. Stress Management Techniques practiced by the selected teachers in their daily

living

Male Female Total Sl. No.

Activities F % F % F %

1 Watching T. V. 26 26.0 19 19.0 45 22.5

2 Talk to closed ones 25 25.0 30 30.0 55 27.5

3 Religious activity 21 21.0 29 29.0 50 25.0

4 Listening music 21 21.0 27 27.0 48 24.0

5 Take rest 20 20.0 31 31.0 51 25.5

6 Set priorities 20 20.0 10 10.0 30 15.0

7 Walking 18 18.0 11 11.0 29 14.5

8 Planning 17 17.0 11 11.0 28 14.0

9 Reading books 16 16.0 15 15.0 31 15.5

10 Positive thinking 15 15.0 13 13.0 28 14.0

11 Recreation with family 15 15.0 12 12.0 27 13.5

12 Meditation 13 13.0 14 14.0 27 13.5

13 Yoga 12 12.0 16 16.0 28 14.0

14 Exercises 12 12.0 3 3.0 15 7.5

15 To be alone 9 9.0 13 13.0 22 11.0

16 Time management 8 8.0 7 7.0 15 7.5

17 Playing games 8 8.0 1 1.0 9 4.5

18 Cooking 5 5.0 7 7.0 12 6.0

19 Outing 5 5.0 7 7.0 12 6.0

20 Singing 3 3.0 8 8.0 11 5.5

21 Maintain well organized home 2 2.0 11 11.0 13 6.5

22. Painting 0 0.0 3 3.0 3 1.5

Note: F- Frequency %-Percentage

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5. DISCUSSION

The results of the present study “Factors influencing stress and coping strategies among the degree college teachers of Dharwad city, Karnataka” discussed in this chapter under the following headings.

5.1 Demographic characteristics of the selected degree college teachers

5.2 Factors causing stress among the degree college teachers as per Employment Organization Sources of Stressors (EOSS) Scale

5.2.1 Work stressors among the degree college teachers

5.2.2 Role stressors among the degree college teachers

5.2.3 Personal development stressors among the degree college teachers

5.2.4 Interpersonal relation stressors among the degree college teachers

5.2.5 Organizational climate stressors among the degree college teachers

5.3 Distribution of the respondents according to the level of stress

5.4 Gender wise difference with the different components of the employment organization sources of stressors

5.5 Relationship between demographic characteristics and the different components of employment organization sources of stressors

5.6 Influence of the demographic characteristics on total stressors

5.7 Coping strategies adopted by the degree college teachers

5.7.1 Physical stress management strategies and therapies adopted by the degree college teachers

5.7.2 Mental stress management strategies and most liked activities adopted by the degree college teachers

5.8 Gender wise difference with regards to coping strategies among the degree college teachers

5.9 Stress management techniques practiced by the selected teachers in their daily living

5.1 DEMOGRAPHIC CHARACTERISTICS OF THE SELECTED DEGREE COLLEGE TEACHERS

Data presented in the previous chapter (Table 1) illustrated that, age of teachers under the study was categorized into three categories namely, young, middle and old age group. Seventy five per cent of the total respondents (each 75.0% from the males and females) belonged to middle age group i.e. 31-50 years.

Marital relationship is one of the most significant and unique among all human relationship and is not a mere convention, but an implicit condition of human society. Majority of the teachers (82.0%) were married. Among them 91.0 per cent of the males and 73.0 per cent of the females were married.

Sixty-eight per cent of the total teachers were from nuclear family. Among them 65.0 per cent were males and 71.0 per cent were females and others were from joint family. Developments in technology and job opportunities directly or indirectly have disintegrated traditional family value system of joint families. Nuclear family system is the trend in the present society.

Further, more than half of the sample (44.0% of the males and 67.0% of the females) had small family i.e. up to four members. At national and international level, government has been encouraging small family norms for the development of the nation. Correspondingly, educated people are in favour of small family.

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A cursory glance at table 1 also revealed that the education of the degree college teachers ranged from post graduation and post doctoral level. Majority of the teachers, i.e. 60.5 per cent (51.0% of the males and 70.0% of the females) were postgraduates. However, lesser percentage of the females (29.0%) were doctorate degree holders as compared to males (48.0%). The reason for this may be that post graduation was the minimum requirement to take up job as a teacher at college level. Correspondingly the most common fact is that women has to shoulder the dual responsibilities of job and family after her marriage, there fore may be the lesser per cent of the female teachers with doctorate degree as compared to male teachers.

More than half of teachers (55.5%) were Lecturers / Assistant Professors (44.0% of the males and 67.0 % of the females). The reason for higher percentage in lecturer/ assistant professor cadre in this study may be because in the process of sample selection, they readily accepted to be the respondents. Most of the senior teaching staffs were not willing to become respondents due to higher job responsibilities.

From table 1, it was apparent that, 40 per cent of teachers (27.0% of the males and 53.0% of the females) had completed less than14 years of service. As explained earlier the maximum were from lecturers/ assistant professor cadres.

Further, it was evident that type of family, education, designation, family type and family size of the teachers were in line with findings of Siddammanavar (2002).

Regarding monthly income of the teachers, majority of the teachers (39.5%) belonged to middle-income group i.e. ranged between Rs.16, 865/- Rs.23, 556/-. Among them 41.0 per cent of male teachers and 38.0 per cent of female teachers belonged to middle-income group as they had less than 14 years of service.

Majority of the respondent’s spouse (35.0%) were professionals. Among them 15.0 per cent of the male respondent’s spouses were professionals such as professor and 55.0 per cent of the female respondent’s spouses were professionals such as engineer, doctor, professor, manager, lawyers etc.

Regarding annual income of the family, majority (37.5%) of the teachers belonged to middle-annual income group and among them 35.0 per cent of male teachers and 40.0 per cent of female teachers belonged to middle annual income group i.e. ranged between Rs.3,45,041/- to Rs.5,15,680/-.

5.2 FACTORS CAUSING STRESS AMONG THE DEGREE COLLEGE TEACHERS AS PER EMPLOYMENT ORGANIZATION SOURCES OF STRESSORS (EOSS) SCALE

5.2.1 Work stressors among the degree college teachers

Majority of the teachers (28.5%) reported that, they were stressed always, as the complex nature of their work did not baffle them. Contradictory 14.5 per cent were waiting for the day to come, when they could relax (14.5%) and (14.0%) were fed up by keeping themselves busy all the times to meet the dead lines. Further gender wise it was revealed that, 34.0 per cent of the male and 23.0 per cent of the female were stressed always because of the complex nature of the work did not baffled them. Whereas 17.0 per cent of the male and 12.0 per cent of the females reported that they were waiting for the day to relax and 16.0 per cent of the males and 12.0 per cent of the female teachers were fed up in keeping themselves busy all the time to meet deadlines.

Better job design renders the work of the teacher more meaningful, enriching and rewarding. The stressors attached to the work either facilitates smooth functioning or act as hurdles there by affecting the performance of the subject. The cause of stress always among the teachers may be because of the nature of the work, time pressure, deadlines and boredom etc. So it can be said that, work in the organisation can induce stress when the activities to be performed were either too difficult or complex, repetitive or monotonous. The teachers were stressed when work was expected beyond their capacity with set / strict deadlines.

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The results of the present study were in agreement with the studies reported on work load, complexity of work by Fulcheri et al. (1995), busy schedule of work by Bhattacharya and Guha (2006) and occupational work load of Latha and Panchanatham (2007).

Fulcheri et al. (1995) also observed that size of work loads, the complexity of tasks and responsibilities were the major sources of stress factors. Bhattacharya and Guha (2006) conducted a study on stress and coping: A study on lady criminal lawyers of Kolkata city. The significant factors that are generating stress are busy schedule of work, odd duty hours, poor interaction, leading tendency of superiors, and poor interpersonal relationship among the colleagues in the work environment. Latha and Panchanatham (2007) found out the job stressors and their implications on the job performance of 40 software professionals. However, the working environment was congenial as the promotional opportunities and facilities provided to them were adequate, but workload and long working hours were the major stressors for IT professionals.

5.2.2 Role stressors among the degree college teachers.

Maximum percentage of the teachers (15.5 per cent) reported that they experienced stress always because employment organizational responsibilities interfered with their family organisational role. The respondent also reported that they were constrained in their role fulfillments due to lack of knowledge and skills (8.5 %) at times they need to sacrifice their values in meeting their role obligations (8.0%) and felt concerned due to poor information inflow which restricted their output. Gender wise analysis revealed that 19.0 per cent of the male and 12.0 per cent of the female teachers reported that they experienced stressed always because their employment organisational responsibilities interfered with their family organisational role. The teachers experienced stress always because they need to sacrifice their values in meeting role obligations (6.0 per cent of the males and 10.0 per cent of the females). They were constrained in their role fulfillments due to lack of knowledge and skills (5.0% of the males and 12.0% of the females) and repeated incidence where their contributions were taken very lightly put them off (1.0 % of the males and 9.0 % of the females).

Role theory depicts an organisation as a patterned system of dynamically interacting matrix of roles. These roles are linked to one another according to technology, workflow and authority. Role can be a source of stress where there is role ambiguity, role expectation conflict, role erosion, role over load, resource in adequacy etc.

The research conducted by Madhu et al. (1990) also reported that role conflict, role ambiguity as role stressors. Further the role conflict, role ambiguity and role overload that cause stress was reported Peterson (1995) and Upadhyay and Singh (1999). Hasnain et al. (2001) reported that, role over load and role erosion were found to be major sources of role stress in all three groups (20 engineers, 20 managers and 20 teachers).

Madhu et al. (1990) also reported that role conflict and role ambiguity experienced by the teachers were most significant in the petroleum organization. Peterson (1995) explored role conflict, role ambiguity and role overload as reported by industrial workers and found that managers were more stressed due to role overload from his study “organizational issues for managers”. Upadhyay and Singh (1999) reported that the executives showed significant higher levels of stress than college teachers on role over load, role ambiguity, role conflicts factor.

5.2.3 Personal development stressors among the degree college teachers

Majority i.e. 60.0 per cent of the teachers reported that they experienced stress always, because they were basically lazy persons and thereby were happy with fewer responsibilities, followed by stress always was experienced due to the extra effort they need to prove themselves in their role put pressure on them (13.5%), 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.

The opportunities for personal development in the organisation can act as stimulants and enable the individual to perform their roles with out experiencing stress. Promotional

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opportunities and facilities motivate them to work. If these are not prevailing in the organisation, it will become a stressor for the teacher.

Gender wise analyses of the results revealed that experience of stress always by majority of males (66.0%) and females (54.0%), because they were basically lazy persons and were happy with fewer responsibilities. Where as 6.0 per cent of males and 21.0 per cent of females reported that they were stressed always due to the extra effort they need to take to prove themselves in their role put pressure on them. Apart from that, 8.0 per cent of males and 14.0 per cent of females were stressed always because they end up seeking suggestion from their colleagues due to their in experience.

Females were experiencing more personal development stressors as compared to male counterparts. This may be due to the gender discrimination. As success is attached with occupational status, but they might not be getting ample opportunities in their job and are delayed in carrier development in comparison with expectation, they need extra effort to take to prove them selves. Many times they have to sacrifice their ambition infavour of familial ambition.

Findings of the present study strongly corroborate the earlier reports of Fulcheri et al. (1995), Upadhyay and Singh (1999), Gaur and Dhawan (2000), Tang et al. (2001), Triveni et al. (2006).

Fulcheri et al. (1995) also observed that delays in career development and a slow erosion of status are the main reasons for frustration among the managers. Upadhyay and Singh (1999) revealed that the teachers showed significant higher levels of stress than executives on intrinsic impoverishment and status factors. They experienced stress because their personal wishes and strong desire for better and prosperous career were felt to be blocked by others. Gaur and Dhawan (2000) reported teachers experienced more stress as far as opportunities and obstacles of career development are concerned. Tang et al. (2001) reported that teachers experience a great deal of stress in the course of their career. Triveni et al. (2006) concluded that the major sources of job stress perceived by 90 veterinary assistant surgeons were numerous meeting, workload, lack of personal growth, lack facilities and monotonous nature of work.

5.2.4 Interpersonal relation stressors among the degree college teachers.

Higher percentage (23.5%) of the teachers reported that affectionate behavior from their colleagues was un-imaginable to them. Extracting work from their subordinates was an ordeal for them, was reported by 13.0 per cent of the teachers. Ten per cent of the teachers were stressed always because they lacked the freedom to ask any sort of help when they need from their superiors.

Role does not exist by it self as it consists of activities, which are related to the activities of the other people in the organization. Every role has a set of complementary role relationships that includes his / her immediate superiors, colleagues and subordinates in the organization. The kind of relationship the individual has with the members in the organization determines the level of interpersonal relation stressors.

Madhu et al. (1990) reported that, the contribution of the interpersonal relation factors to job stress was found significant among the teachers. Upadhyay and Singh (1999) reported teachers experience significant higher levels of stress than executives on under participation and poor peer relation. Interpersonal stressors at work place have strong influence on the teacher was reported by Potter et al. (2002).

Gender wise analysis revealed that 22.0 per cent of males and 25.0 per cent of females reported that affectionate behavior from their colleagues was un-imaginable to them. Where as extracting work from their subordinates was an ordeal for 8.0 per cent of the males and 18.0 per cent of the female teachers. Two per cent of the male and 10.0 per cent of female teachers were stressed always because their relations with their colleagues caused a great deal of anxiety. Female teachers experienced more interpersonal stress as compared to male teachers. The probable reason may be due to the fact that the carrier oriented females, needs to play multifunctional role and face the inevitable conflict between organizational and family demands during the early development of their carrier. The adverse consequences of such conflicts were reported in poor interpersonal relations and in their poor performance. In

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all the walks of life, stress is influenced by communication skills, behaviour, social network, perceived social support and there by affect the interpersonal relations

Osmany and Khan (2003) reported that poor peer relation was experienced by married working women. Whereas leading tendency of superiors and poor interpersonal relationship with the colleagues generate stress among the lady criminal lawyers was reported by Bhattacharya and Guha (2006).

5.2.5 Organizational climate stressors among the degree college teachers.

The climate that persists in the organization can be potential sources of stressors. Organizational climate stressors may affect the individual’s freedom, autonomy and identity. The freedom to plan the work, weightage given to the views and opinions, participation in decision making, sense of belongingness, free and fair communication and sympathetic approach towards personal problems which affects / influence the organisation climate.

Higher per cent of the teachers (22.0%) reported that they experienced stress always due to lack of their involvement in decision making in their organization reduced their responsibilities. On the other hand, 22.0 per cent of the teachers 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. Stress was experienced always by 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 and decisions made by superiors keeping in view the good of the organization rather than the individual members were unpalatable.

Basha and Ushashree (1997) reported that, if perception of organizational climate is good then the stress experienced by the teacher would be less. Newstorme and Davis (1998) found that when job autonomy provided to managers was high; they enjoyed their work and had freedom to do the task according to their own wills that they experience less stress. Similar results were reported by Das and Singhal (2003). Rastogi and Kashyap (2003) reported that teachers perceive minimum stress because of their working climate is best in comparison to nurses and clerks. Where as Latha and Panchanatham (2007), revealed that teachers of IT industry do not feel stress as their industry is providing better working environment, promotional opportunities but the workload acts as the major stressors for them.

Gender wise analysis revealed that, almost equal per cent of teachers from both categories experienced stress always due to the organizational climate for the above said statements. The probable reason may be that, as earlier explained that, the organizational climate is same for both categories. They are capable of handling the positions, involving decision-making and can deal effectively with their work and social environments without stress, playing an inhibitory role.

5.3 DISTRIBUTION OF THE RESPONDENTS ACCORDING TO THE LEVEL OF STRESS

The term ‘stress’ has increasingly become an integral part of everyday use. In the present study almost all teachers experienced stress to a very low level to moderate level. Majority of the teachers (73.0% of the males and 68.0% of the females) were found to have low level of stress followed by 25.0 per cent of the male and 22.0 per cent of the female teachers experienced very low level of stress (Table-7). The reason may be due to the higher educational level there by knowledge and awareness. They cope up with stress, which may be attributed to their experience and also based on their management techniques to minimize their stress.

Nevertheless, 2.0 per cent of the male and 10.0 per cent of the female teachers were moderately stressed. Results illustrated that, higher percentage of the female teachers were moderately stressed than male counter parts. This may be mainly due to the dual responsibility performed by the females, which might have lead to role conflicts, insufficient time and help needed to cope up with situation.

The studies conducted by Pandey and Srivastava (2000), Anitha Devi (2007) reported that the level of stress was least among teachers. The reasons attributed were that teaching profession is generally associated with limited working hours, with clear cut duties,

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reasonable pay, longer periods of vacation due to which they can give enough time for recreation with family members and social activities, less role overload. Their nature of job remains unchanged; as a result, they experience low level of stress.

5.4 GENDER WISE DIFFERENCE WITH THE DIFFERENT COMPONENTS OF EMPLOYMENT ORGANIZATION SOURCES OF STRESSORS.

The gender wise difference with the different components of employment organization sources of stressors (Table 9) revealed that there was no significant difference between male and female teachers with work stressors, role stressors and organizational climate stressors components of EOSS in the organization. This may be because, teachers generally have similar job responsibilities as their nature of job remains unchanged, they have lesser role overload. Generally teaching profession is associated with a set of working hours, clear cut duties, reasonable pay, longer period of vacation due to which they can give enough time to family, children and social activities. Hence they perceived more or less similar type of stress in work, role and organizational climate.

Contradictory results was reported by Bhagawan (1997) found that male teachers experienced more stress compared to female teachers where as Barkat and Asma Praveen (1999) showed females showed lower degree of role stress than their male counterparts. Aminabhavi and Triveni (2000) revealed that male and female bank teachers do not differ significantly in their occupational stress.

Significant difference was found between male and female teachers regarding personal development and interpersonal relation stressors. Female teachers were experienced these stressors more as compared to males may be because female teachers have to compete with their male counterparts to prove their capability as it is a male dominated society. They have to exert more to prove their efficiency and sometimes have to sacrifice their professional ambition in favour of the family. Female teachers experienced more interpersonal relation stressors because they have to share their time fulfilling their responsibilities both at work place and with the duties and responsibilities towards their family but they would like to participate in a meaningful way at their work place also. Hence stressful situations arise both at home and office front.

Similar results reported by Beena and Poduval (1992) showed that female executives experienced higher rate of stress. Pradhan and Khattri (2001) indicated no gender difference in the experience of burn out, but female doctors experience significantly more stress. Triveni and Aminabhavi (2002) conducted a study to know the gender difference in occupational stress of professional and non- professionals revealed that women professionals experience significantly higher occupational stress than men due to under participation. Osmany and Khan (2003) found that unmarried working women reported high stress at work place due to political pressure and for married women, it may be due to poor peer relation and family responsibility.

5.5 RELATIONSHIP BETWEEN DEMOGRAPHIC CHARACTERISTICS AND THE DIFFERENT COMPONENTS OF EMPLOYMENT ORGANIZATION SOURCES OF STRESSORS

Relationship between demographic characteristics and the different components of employment organization sources of stressors revealed that work stressors were negatively and significantly correlated with age, designation, total service at 0.05 per cent level of significance and monthly income of the teachers at 0.01 per cent level of significance.

From the correlation between these demographic characteristics and work stressors it was evident that as the age, designation, total service and monthly income of the respondent increased, their level of work stress decreased. The high work stress was observed among the younger age group teachers may be because they were in the early career stage and most of their carriers were at a stage of transitions. However, the teachers of older age group might have settled in their career and hence the job may not be a cause of stress for them.

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Work in the organization can induce stressors for the individual who were in the lower cadre, because they perceive the work to be performed is too difficult, complex or repetitive. They are very much sensitive to uncomfortable working condition which extract energy from them, younger age group are more susceptible to stress due to lack of experience. With low level of experience, the individual needs to adjust to the working condition of the organisation as they were new on their job. Monthly income has negative and highly significant relation with work stress. Monthly income will be more when the teacher will be having higher job experience and higher position in the organization.

The result illustrated that as age, designation, length of service and monthly income increased, the level of stress due to role stressors decreased. Teachers of younger age group experience role stress more, at times they have to sacrifice their values to meet the role obligations. They were stressed due to the contradictory instructions given by the different members and also poor information inflow restricted their output. They may not be clear about the type of work, behaviour their higher authority and colleagues expect from them. However, reverse for the teachers of older age group. As age of the teachers increases, he/ she normally occupies a better position in their job in turn developing likings for the job. At older age, the role burden usually gets diluted because of their potentiality, increased capacity to analyze their role due to the job clarity. There by, they could perform their roles better. As the job experience increases, the role stress decreases. There will be less role conflicts that occur in the organization because of the higher exposure to various situations in their role. They perform their role efficiently with the different role stressors in the organizations. As the individual occupy better occupational status, their income will be relatively more and the role stress will be less.

Role stressors were negatively and significantly correlated with age, designation, total service and monthly income of the teachers at 0.01 per cent level of significance.

The personal development stressors of the teachers decreased with age, designation and monthly income. The teachers at older age had generally achieved the higher position in the organization. They had comparatively higher job satisfaction because of the exposure to higher academic training, conference, seminars and promotional opportunities etc. Personal development of a teacher is attached with the occupational prestige and achievement, wealth, fame and power. All these factors contribute to increase higher job satisfaction and less of personal development stress among them.

However, teachers in lower cadre, struggle to get ahead occupationally. Some time they do not have the job security. Their personal wishes and strong desires are not only to earn money but also for getting a permanent post, better and prosperous career. Personal development stressors are more prominent among lower cadre teachers as need for status is a very important determinant of motivation, where as it may not be a cause of stress among the teachers of higher cadre. Teachers experienced more personal development stress because of the low level of experience in job, opportunities to get into higher status job were naturally less. Similarly getting scope for the exposure to the latest opportunities were less, hence they struggle to achieve the level of excellence set up in the organizations which causes stress. As the individual occupies better occupational status, their income will be relatively more and self image also improves. Highly remunerative occupation leads to job satisfaction, thereby may lead to lesser personal development stress. The job security, various performance appraisals, occupational status and income of the individual if assured there seems to be better coping of personal development stress.

Personal development stressors were negatively and significantly correlated with age, designation, total service and monthly income of the teachers at 0.01 per cent level of significance.

Interpersonal relation means relationship with superiors, colleagues and subordinates in the organisation. Higher age of the teachers not only assures experience but also power to judge the relationship with other teachers in the organisation. Due to mental maturity and emotional stability they can overcome the interpersonal relation stressors. These factors mentioned above might have contributed for better adjustment and lesser interpersonal relation stressors for senior teachers. Where as, in case of lower age groups the poor job skills make them over responsive and their inexperience, anxiety, intolerance etc. apparently lead them to stress. The higher experience in job assures better adjustment and good

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interpersonal relations in the organisation due to their rational thinking. Good quality of work one maintains in the organisation leads to progress and satisfaction in their social life. Adequate financial resources contribute to a maximum extent in solving personal and social problems. It is the fact that financial status creates observable behavioural changes in the individual. A person’s income directly influences his / her status, recognition, position in the society.

Interpersonal relations stressors were negatively and significantly related to age, total service (at 0.01 per cent level of significance) and monthly income (at 0.5 per cent level of significance).

Organizational climate stressors decreased with increased age, designation and monthly income. Teachers at older age with higher experience have the better perception of the organizational climate. Their views and opinions were generally given weightage and more preference they get for the participation in decision-making. They generally get more sympathetic approach towards their personal problems. Where as teacher at lower age with low experience may feel organizational climate put threat to a person’s freedom and autonomy, inadequate opportunities for participation, lacking sense of belongingness, hence causes stress among younger age groups. Individuals’s income is directly influenced by his / her position in the organization. Higher the income, lower was the perception of organizational climate stressors.

The organizational climate stressors were negatively and significantly correlated with age, total service at 0.01 per cent level of significance and with monthly income at 0.05 per cent level of significance.

Finally it can be summarized that overall age, designation, total service and monthly income of the teacher were negatively and significantly correlated with total stressors. Reddy and Ramamurthy (1991) reported moderating variables among executives experiencing stress include not only age but also the years of service in the employment. Blix et al. (1994) found that faculty having less than 10 years of experience had higher stress than faculty with more than 20 years of experience. Mayes (1996) revealed that age moderated the relationship among various stressors and physiological symptoms as well as psychological depression and life satisfaction. Ryhal and Singh (1996) revealed that assistant professors experienced higher job stress than associate professors and professors. Bhagawan (1997) revealed that higher the teaching experience, lesser the perceived burn out. Virk et al. (2001) reported that age and job level can have strong influence on job stress. Bhatia and Kumar (2005) reported that industrial teachers at supervisor rank and below supervisor rank with more experience of service had more occupational stress due to more feeling of depersonalization and more emotional exhaustion. Anitha Devi (2007) revealed that, the older person experience lower life stress and role stress. Younger people experience more stress as compared to older people. The higher the numbers of years of service the lesser life and role stress. The lower the income, greater stress experienced vice versa.

5.6 INFLUENCE OF THE DEMOGRAPHIC CHARACTERISTICS ON TOTAL STRESSORS

The demographic characteristic were age, education, designation, total service, monthly income, family type, family size and annual income of the family influenced the various sources of stressors. The observation of the results of step wise regression (Table 10) revealed that age of the respondent influenced significantly to sources of stress. This may be because age is a dynamic variable, which influences the factor of learning, development of skills, potentiality, working efficiency and effectiveness. It could be summarized that, as the individual’s age increases the potentiality and capacity to analyze the stressors increases, consequently the experience of stress decreases, where as young age people are more susceptible to stress due to lack of experience. The result was supported by the findings of earlier studies conducted by Reddy and Ramamurthy (1991) reported that moderating variables among executives experiencing stress include not only age but also the years of service in the employment. Virk et al. (2001) reported that age and job level can have strong influence on job stress.

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5.7 COPING STRATEGIES ADOPTED BY THE DEGREE COLLEGE TEACHERS

The present investigation was aimed to discuss the results of different coping strategies adopted by the male and female degree college teachers.

5.7.1 Physical stress management strategies and therapies adopted by the degree college teachers

The methods adopted for reducing physical stress viz. reducing physical stress, relaxation, correct posture, diet, physical exercise, medicinal therapy and natural care were considered under physical stress management strategies.

A glance at table 11 depicted that, majority of the male (46.0%) and of the female (46.0%) teachers adopted setting priorities and keeping ready well a head respectively for reducing physical stress. Incase of use of labour saving devices, more per cent of female teachers (28.0%) adopted this technique to minimize physical stress as compared to males (13.0%) due to the shortage of time and they have to perform many activities in a stipulated time period.

Taking rest as a relaxation technique was adopted by majority of the males and females (47.0% and 60.0%) teachers. Taking rest was more common among females. Taking out time for leisure and drinking water was adopted by 46.0 per cent of males and 32.0 per cent of female teachers respectively. Relaxation is like a recharging a battery. Relaxing for few hours or minutes will make an individual feel fresh and keep fit to face another day of life or the events they come across.

The teachers opined use of correct posture as a physical stress management technique. Avoiding strenuous postures was adopted by majority of male teachers (52.0%) where as majority of female teachers (48.0%) adopted convenient placement of things to reduce physical stress under maintaining correct posture. Very meager per cent of the male (8.0%) and of the female (6.0%) teachers adopted ergonomically designed furniture.

In case of diet as a strategy for physical fitness and there by minimizing physical stress, taking balanced diet was adopted by majority of male (60.0%) and female (59.0%) teachers followed by consuming more foods many times in small quantities (28.0% of the males and 26.0% of the females). This may be because teachers have more knowledge about health, physical fitness and the benefits of diet, which may have made them more aware as stress this stress management technique.

Each 76.0 per cent of males and females practiced walking as physical exercise followed by yoga (22.0% of the males and 33.0% of the females). Where as, yoga was more practiced by females as compared to males. Stress can be relieved by adopting healthy habits and through regular exercise.

Medicinal therapy depicted a clear picture that maximum percentage of the male (54.0%) and of the female (78.0%) teachers did not practice any techniques under medicinal therapy. None of the female teachers were making use of smoking, alcohol consumption and mood altering drugs. Where as using of sleeping pills was adopted by male and female teachers (24.0% and 18.0%). The low preference to all the medicinal therapy techniques reflected that very few of the teachers adopted these techniques.

Under natural care for physical stress management, majority of the male teachers (41.0%) adopted water therapy where as hot water therapy was adopted by majority of female teachers (51.0%) as water has most relaxing effect at body temperature. Herbal therapy was also considered as effective for reducing stress by 19.0 per cent of the male and 30.0 per cent of the female teachers.

Majority of teachers from both the categories were practicing physical stress management strategies related to relaxation, correct posture, diet, physical exercise for reducing physical stress etc. The effectiveness of these techniques is also reported by many researchers relaxation, correct posture, diet, medicinal therapy and natural care were reported by Aujla et al. (2004), standard furniture and high fiber diet by Harshpinder and Aujla (2001), relaxation, exercise, diet and yoga by Upamanyu (1997)

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5.7.2 Mental stress management strategies and most liked activities adopted by the degree college teachers

The methods for reducing mental stress viz. religious / meditation, psychotherapy, social support, altering situation, reducing responsibility and most liked activities were considered under mental stress management strategies.

Table 12, illustrated that Offering prayer was practiced by majority of the males (45.0%) and females (43.0%) followed by meditation (45.0% of the male and 31.0% of the female teachers). Maximum percentage of the teachers adopted these techniques as mental stress management strategies. This may be because many people feel that developing their spiritual strength will help them in developing a sense of well being. After all, stress cannot bother, when peace of mind prevails.

Majority of the male (58.0%) and of the female (67.0%) teachers considered positive thinking as an effective method to over come stress. This method was more adopted by females rather than males. Both the categories practiced sharing and recreation with family, but recreation with family was more practiced by higher percentage of males (56.0%) as compared to females (50.0%). Crying to relieve stress was adopted by 14.0 per cent of the female teachers; none of the male teachers adopted this technique to minimize stress. Positive mental attitude gives the individual better control of the life and makes the person an achiever.

Social support as stress management strategies revealed that working in group was practiced by majority percentage of teachers (44.5%) followed by talking to some one (43.5%)and attending social gatherings (27.0%). Equal per cent of the female teachers (49.0%) considered working in group and talking to some one was most effective method to reduce mental stress. Sometimes talking to someone may not only relieve tension but may also help to find out a solution to the stressful situation. It can be concluded that use of social support was also an effective stress management technique. As human being is a part of social system and have interaction with society.

Higher percentage (40.0%) of the teachers were avoiding painful reminders to reduce their mental stress. Gender wise it was evident that maximum percentage of the males (36.0%) maintained well organized home as a method to reduce stress where as maximum percentage of female teachers (46.0%) practiced avoiding painful reminders. Change is the essence of life. It can be said that resisting change gives rise to conflicts and conflicts lead to stress. Change in the right direction is the only way to prepare for future.

Reducing responsibility as a stress management technique, postponing of certain tasks was followed by maximum percentage of the male teachers (35.0%) and legitimately avoid disliked tasks was followed by maximum per cent of female teachers (34.0%).The strategy for delegation of work was preferred by 33.0 per cent of the male and 31.0 per cent of the female teachers. The reason may be due to the shortage of time to perform certain tasks, which may cause of stress. They adopted such type of mental stress management techniques only to minimize mental stress.

Further, watching T.V. was adopted by maximum percentage of the males (58.0%) as compared to the female counter parts (53.0%) and listening songs was adopted by maximum percentage of the females (65.0%) as compared to male counter parts (51.0%) as most liked activities. The listening to music as a way of reducing stress clearly revealed that music relieves oneself from stress and every individual can enjoy a stress free life with music.

Majority of teachers from both categories were making use of mental stress management strategies related to religious/meditation, psychotherapy, social support, altering situation, reducing responsibility and performing most liked activities etc. Earlier studies also showed that outing, listening to music (Bhattacharya and Guha, 2006), yoga (Sikthingnanavel, 2006), friendship and social support (Aditi and kumari, 2005), meditation, psychotherapy, social support, altering situation, reducing responsibilities (Aujla et al., 2004) are effective stress management techniques.

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5.8 GENDER WISE DIFFERENCE WITH REGARDS TO COPING STRATEGIES AMONG THE DEGREE COLLEGE TEACHERS

Coping refers to the person’s cognitive and behavioural efforts to manage, reduce, minimize, master or tolerate the internal or external demands of the person’s environment transaction that is appraisal as taxing or exceeding the person’s resources. Coping has two major functions dealing with problems that is causing distress and regulating emotions. Table-13, recorded the information regarding the gender wise difference in practicing the coping strategies among the degree college teachers. There was no significant difference found between male and female teachers in the practicing of physical stress management strategies. The result showed that the mean scores of both male and female teachers were more or less similar. It can be concluded that both the categories adopted the physical stress management strategies in similar pattern.

From the same table, it was evident that, the gender difference existed while practicing of mental stress management strategies. Female teachers were practicing more mental stress management as compared to males and difference was found statistically significant. The result was found contradictory with the study of Khan et al. (2005). The finding was that, significance difference was not found to exist between male and female teachers on different types of coping strategies except use of humour teachers have adopted a range of coping strategies most tend to be functional or active and some were dysfunctional or passive (i.e. self distraction and use of humour). Male and female teachers did not give response on alcohol consumption as coping strategies.

5.9 STRESS MANAGEMENT TECHNIQUES PRACTICED BY THE SELECTED TEACHERS IN THEIR DAILY LIVING

The table 14 reflected the stress management techniques/ activities practiced by the selected teachers in their daily living. Gender wise it was evident that higher percentage of both male and female teachers adopted watching T.V., talking to closed ones, performing religious activities, listening to music, taking rest, setting priorities and walking as stress reducing techniques mostly in their daily living. In a developing society, teacher has assumed a greater responsibility to bring out citizens who could carry out the profession in a dignified and productive manner hence teacher’s role is extremely demanding. In turn, it creates stress among them. Teachers had more interaction with the society, which might have made them better aware of these stress management strategies to achieve higher happiness, bless, creativity, and higher mental faculties.

Pandey and Srivastava (2000) showed that teachers expressed significantly better active coping than bank employees did. Aujla et al. (2004) majority of working and non-working were using various stress management techniques viz. relaxation, music, prayer, recreation with family, planning etc. Planning and relaxation were most preferred techniques between both the groups.

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6. SUMMARY AND CONCLUSIONS

Individuals recognize themselves by their job / occupation, as job is the major focus of their energy, skill and ambitions. Their occupation, family and society throw various challenges and it demands problem solving. It can also be the means to find pleasure, satisfaction, growth and fulfillment in life or it can be the cause of stress, boredom, worry, humiliation and a sense of helplessness when the desire and performance do not go hand in hand. Occupation can create stress among the employees and certainly is the central context for and contributor to adult development.

Events or situation is not stressful itself. It becomes a source of stress only when the focal person appraises it as to be a threat and exceeds his or her capability to deal with. The person makes the best possible and actively defines and shapes stressful transactions by means of his cognitive appraisals and coping strategies. This is the reason that same situation or event is differently responded by different persons. The concept of stress is bound to person and is a subjective experience. Recurring demands in jobs and family environment leads to significant level of stress among the teachers. So 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 objectives:

1. To study the factors influencing stress and the stressors among the degree college teachers.

2. To study the level of stress among the degree college teachers.

3. To study the coping strategies adopted by the degree college teachers.

4. To study the gender difference existed in the experience of stress and stress management strategies adopted by them..

The study was carried out during the year during 2007-08. The total sample of the study consisted of 100 male and 100 female teachers working in degree colleges of Dharwad city, Karnataka, thus the final sample size consisted of 200 teachers. Employment Organization Sources of Stressors Scale identified by Telaprolu and George (2005), was used as a tool. Schedule was developed to collect information regarding demographic characteristics and coping strategies among the respondent.

The questionnaires were administered to randomly selected teachers individually at their work place. The inventory was given in English version. The collected data was subjected to frequency & percentage, t-test, correlation and step wise regression analysis.

SALIENT FINDINGS OF THE STUDY

• Majority of the teachers were from the middle age group and were married, with small family size and most of the teachers belonged to nuclear family. Majority of the teachers had qualification up to post graduation level followed by doctorate level. Maximum percentage of the teachers were lecturers/ assistant professors having less than 14 years of service. Majority of the teachers belonged to middle income group while seventy five percent of their spouses were employed. The teacher’s monthly income range was between Rs. 16, 865/- to Rs. 23, 556/- and the annual family income range was from Rs. 3, 45, 041/- to Rs. 5, 15, 679/-.

• Experience of stress always because of the complex nature of their work did not baffle them as reported by the majority of teachers. The reason may be because they were highly educated, exposed to the latest technologies which helps to understand their work. Interference of the employment organizational responsibilities with their family organizational role was the cause of stress always as reported by majority of the teachers. Majority of the teachers revealed that their stress was basically due to their laziness and also they were happy with fewer responsibilities. Lack of affectionate behaviour from their colleagues was reported as cause of stress always by maximum percentage of the teachers. Higher percentage of the respondent experienced stress always because of lack of their involvement in decision making in their organization that reduced their responsibilities on their shoulder and the

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participatory model followed in their organizational set up enhanced their responsibilities to the point of exhaustion.

• Highest percentage of the teachers were in low stress category followed by very low stress category. Gender wise, significant difference was observed in case of personal development stressors and interpersonal relation stressors ( at 5 % level of significance) while it was non significant in case of work, role and organizational climate stressors.

• Age, total service, monthly income were negatively and significantly correlated with different component of employment organization sources of stressors viz. work, role, personal development, interpersonal relation, organizational climate and total stressors. But designation was significantly and negatively correlated with work, role, personal development and total stressors. Out of the total eight demographic characteristics, age was the highly 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, hot water therapy were practiced by majority of the teachers when they were physically stressed. Where as majority from both the categories were not considered medicinal therapy as a stress management technique. Further, offering prayer, positive thinking, working in-group, avoiding painful reminders, delegating the tasks and listening songs were practiced by maximum per cent of the teachers 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. Higher percent of the teachers practiced talking to closed ones followed by taking rest in their daily living to reduce their stress level.

IMPLICATION AND RECOMMENDATION OF THE PRESENT STUDY

The findings of the study were important from the point of view of excellence of teachers and their effectiveness and efficiency in job situation. Stress affects the efficiency of the individual. So it is necessary to provide proper environment and support to each to maintain individual stress. The study has shown that there are variations in the experience of stress related to work, role, personal development, interpersonal relation and organizational climate by the male and female degree college teachers. Therefore, there is the need for effective management of the stressors by making use of different management strategies by providing effective guidance and counseling.

The study has revealed a remarkable status between the males and females teachers that the relationship between the demographic characteristics and the different components of employment organization sources of stressors. The demographic characteristics significantly influenced the various employment organization sources of stressors. There fore, it is prime perspective to resolve the teachers’ stress by discussing the stressors which are responsible for creating stress.

Similarly it is confirmed that the potentiality of coping strategies will have positive reinforcing effect on the stress which clearly is an indicative of effective measures to manage stressors in day-to-day and resolve the state of stress by making the teachers to face and resolve the state of stress by making use of the management strategies consciously at appropriate time.

The present study is useful to guide employee readers to achieve their goals to satisfy their career by creating awareness about the stressors and coping strategies for minimization of stress in their life as stress can not be vanished from life.

SUGGESTION FOR FUTURE LINE OF WORK

Present research is an endeavor to understand the factors causing stress and coping strategies among the degree college teachers. The results of the present study are opened for verification by future researchers. Similar study was suggested to carry out with large sample size.

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• A study on level of stress and management techniques among teaching and non teaching staffs is suggested for the future investigation.

• Study on job stress among females in various professions such as bank, post office, rail way, LIC etc. can be under taken in the future research.

• In depth study on the level of stress among higher cadre and lower cadre employees can be suggested for future dimension of work.

• In depth study on the stressors and level of stress for female teachers in comparison with other professions needs to be carried out.

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APPENDIX I

FACTORS INFLUENCING STRESS AND COPING STRATEGIES AMONG THE DEGREE COLLEGE TEACHERS OF DHARWAD

CITY, KARNATAKA

Interview Schedule

Respected teachers, the purpose of this survey is to study the stressors, level of stress and coping strategies among the degree college teachers. Please give information to part I, II and III honestly by reading instructions carefully and you can get clarification for the doubts. Your information will be kept under strict confidence.

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. No.

Name of the family members

Relationship with respondent

Age Education Occupation (specify)

Annual income(Rs)

8. Family annual income Part-II

Employment organization sources of stressors scale: Kindly read these statements given below and indicate how often you have the

feeling expressed in the statement in relation to your role in your employment organization. Please put tick mark against each statement and in respective column of alternative response such as Always, Frequently, Some times, Rarely, Never.

Responses Sl no

Statements

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.

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Responses Sl no

Statements

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.

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Responses Sl no

Statements

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

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Responses Sl no

Statements

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.

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Responses Sl no

Statements

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.

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Responses Sl no

Statements

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.

Part III - Coping strategies

Some of the techniques of stress management are listed below; please mark (√) that you practice. A) Physical stress management strategies: 1) Reducing physical stress a) Set priorities b) Keeping ready well ahead c) Alternating of heavy work with light work d) Use of time and labour saving e) Take hired help devices 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 B) Mental stress management strategies: 1) Religious/ Meditation:

a) Meditation b) Offer prayer c) Chanting of mantras d) Religious activity e) Yoga f) Pilgrimage

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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. 6) Performing most liked activities

a) Painting b) Listening songs c) Singing d) watching t. v. e) Going for movie/shopping f) Spending time in park/with nature g) Cooking h) Gardening

7) Mention the most often practiced/adopted stress management techniques by you: a) b) c)

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APPENDIX-II

Employment Organization Sources of Stressors Scale

(Telaprolu and George, 2005) Instruction

In this measure, you will find 80 statements about the various stressors in the

Employment Organization. Here some statements related to your experiences. Depending on your experience, you have to indicate experienced stress by selecting the alternative responses, which more or less represents the degree of stress experienced by you. Alternative are ‘Always’, ‘Frequently’, ‘Some times’, ‘Rarely’, ‘Never’.

Responses Sl no

Statements

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

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Statements

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

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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.

49. My relations with my superiors cause me a great deal of anxiety.

50. Advice from colleagues when

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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.

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 tolerances 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

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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.

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.

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Positive and negative statements:

SUB SCALE POSITIVE STATEMENTS NEGATIVE STATEMENTS

Employment organization Work stressors perception.

Sl.no. 1, 3,5,7,9,10,13,16. Sl.no. 2, 4, 6, 8, 11, 12, 14, 15.

Employment organization Role stressors perception.

Sl.no.17, 18, 20, 21, 23, 24, 27, 30.

Sl.no. 19, 22, 25, 26, 28, 29, 31, 32

Employment organization Persona development stressors perception.

Sl.no.33, 39, 42, 43, 44, 45, 46, 48.

Sl.no. 34, 35, 36, 37, 38, 40, 41, 47.

Employment organization Interpersonal relations stressors perception.

Sl.no. 49, 50, 53, 54, 57, 61, 63, 64.

Sl.no. 51, 52, 55, 56, 58, 59, 60, 62.

Employment organization climate stressors perception.

Sl.no. 66, 67, 69, 72, 73, 75, 78, 80

Sl.no. 65, 68, 70, 71, 74, 76, 77, 79

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FACTORS INFLUENCING STRESS AND COPING

STRATEGIES AMONG THE DEGREE COLLEGE

TEACHERS OF DHARWAD CITY, KARNATAKA JAYASHREE NAYAK 2008 Dr. SUSHEELA P. SAWKAR

MAJOR ADVISER

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.