FACTORS INFLUENCING STRESS IN TEACHING PROFESSION

Abstract

This study investigates the varying factors influencing stress among secondary school teachers in the Visakhapatnam district, specifically focusing on how these stressors differ across gender, age, experience, and stress coping strategies. The research uses a descriptive survey methodology to draw on a stratified random sample of 130 teachers, encompassing diverse demographics and teaching environments in rural and urban settings. The study employs the UDAY's SCIT scale questionnaire to capture teachers' perceptions of stressors within their professional context. Key findings indicate significant variances in stress levels associated with gender, with female teachers experiencing higher stress levels than their male counterparts. Age also plays a crucial role, with younger teachers reporting more stress than their older colleagues. Moreover, more experienced teachers tend to experience higher stress levels than those newer. Regarding stress coping strategies, exercises were found to be less effective, with teachers practicing exercises reporting higher stress levels than those engaging in yoga or prayer. These findings underscore the need for targeted stress management interventions that consider different teacher groups' specific needs and contexts to enhance their well-being and professional sustainability.