Dharwad Stress

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
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)
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
5.2 Factors causing stress among the degree college teachers as per
Employment Organization Sources of Stressors (EOSS) Scale
Contd…..
Sl. No. Chapter Particulars

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
5.8 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
Title
No.
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
LIST OF FIGURES
Figure
Title
No.
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)
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.
Work which requires a lot of manual dexterity have a greater chance of inducing
stress in the worker who work there. Work in the organization can induce stressors when the
activities to be performed are either too difficult and complex or repetitive and monotonous.
Uncomfortable working conditions extract extra energies from the worker. Stress is inevitable
/ unavoidable, when large amount of work is expected beyond the capacities of the worker
and work has to be performed keeping in view the set deadlines. The five aspects related to
stressors intrinsic to work like, boredom, physical working conditions, time pressure and dead
lines, work demands, job design and technical problems.
Role can be a source of stress when there is ambiguity about job responsibility and
limits of authority, role set members have conflicting expectations on the way in which a role
should be performed. Thus, role in terms of its normative, interpersonal and self congruence
aspect can give rise to stress.
Major clusters of potential stressors identified to measure personal development
stressors in the employment organization were over promotion, under promotion, role
stagnation, job security, ambitions, success and gender discrimination.
The kind of relationship the role incumbent has with members in the organization
determines the level of interpersonal relations stressor he or she experiences. Relationship
with boss, peers and subordinates were the three aspects included under this stressor
component.
The climate that persists in the organization can be potential source of stressors. The
freedom given to plan the work, weightage given to the views and opinions, participation in
decision making, sense of belonging, free and fair communication and sympathetic approach
towards personal problems were considered to measure the stressors in organizational
climate.
It is interesting to note that, stress has two faces. It is a good servant, but a bad
master. In other words, it can be one’s best friend or worst enemy. A certain amount of stress
is necessary to achieve success, but undue stress causes distress. Although we tend to think
of stress as caused by external events, events in themselves are not stressful. Rather it is the
way in which an individual interpret and react to events that makes them stressful. Stress is
received by different people differently. If two people experience the same amount stress or
pressure, one may take it as positive or healthy types or the other may accept it as negative.
Stress is often referred to as having negative connotation. The calamitous consequences of
stress can affect an individual in three ways i.e. physiological, psychological and behavioral.
Mental stress may be accompanied by anger, anxiety, depression, nervousness,
irritability, tension and boredom. Physical stress is accompanied by high blood pressure,
digestive problem, ulcers and indigestion, palpitation, chest pain, skin disorder muscle
tension, head ache, loss of appetite, restlessness, ulcers, shut down of menstrual cycle,
impairment of fertility among male and depletion of vitamin C,B and D in the body. Behavioral
Stress may be symptomized in the behaviour such a overeating or under eating, loneliness,
sleeplessness, absentiseem, alcohol consumption, increased smoking and drug abuse.
Further the stress can affect either positively or negatively to employee performance.
Positive qualities are those in which the individual may feel more excited and agitated and
perceive the situation positively as a form of challenge (Selye, 1956). Stress is also described
as posing threat to the quality of work life as well as physical and psychological well-being
(Cox, 1978). A high level of occupational stress, not only detrimentally influence the quality,
productivity and creativity of the employees but also employee’s health, well being and morale
(Cohen and Williamson, 1991) Job related stress tends to decrease general job satisfaction.
Stress can be either temporary or long term, mild or severe, depending mostly on
how long it continues, how powerful they are and how strong the employee’s recovery powers
are. But major stress problems are sustained for long period. If one does not react to the
stress, it may create some other Trauma. It is another severe form of stress. The nature of
loss may have an effect on the individual’s perception of the stressful events as well as the
avoidance, intrusion and hyper arousal symptoms of post traumatic stress.
The specific stress experienced by people, often depends on the nature and
demands of the setting in which people live. Thus, teachers, engineers, doctors, managers
and people in other professions experience different types of stresses to different degrees.
The professional role is extremely demanding because they serve to the society. Stress
among teachers has become a topic of professional interest but studies relating to teacher’s
stress have not been carried out on large scale. Research comparing the stress level
between teachers and others professional group are also scanty.
Stress disturbs the equilibrium of the body. It affects physically, emotionally, and
mentally. When individuals experience stress or face demanding situation, they adopt ways of
dealing with it, as they cannot remain in a continued state of tension. How the individual deals
with stressful situations is known as ‘coping’. There are two major targets of coping: changing
ourselves or changing our environment. Coping refers to a person’s active efforts to resolve
stress and create new ways of handling new situations at each life stage (Erikson, 1959)
The goals of coping include the desire to maintain a sense of personal integrity and to
achieve greater personal control over the environment. Then he modifies some aspects of the
situation or the self in order to achieve a more adequate person-environment fit. Coping thus,
is the behaviour that occurs after the person has had a chance to analyze the situation, take a
reading of his or her emotions and to move to a closer or more distant position from the
challenge.
The present study was designed to analyze the factors influencing stress and coping
strategies among the degree college teachers of Dharwad city, Karnataka with following
specific objectives:-
1. To study the factors influencing stress and the stressors among the degree college
teachers
2. To analyze the level of stress among the degree college teachers
3. To study the coping strategies adopted by the degree college teachers
4. To know whether gender difference exists with regards to stress and coping
strategies
2. REVIEW OF LITERATURE
Stress is an unavoidable characteristic of life and work. In any job, there are wide
variety of potential causes of stress, some of which are common to both men and women,
and others are specific to each group. Occupational stress describes physical, mental and
emotional wear and tear brought about by incongruence between the requirement of job and
capabilities, resources and needs of the employee to cope with job demands (Akinboye et al.,
2002).
The word coping has been used mainly with two meaning- ways of dealing stress and
the effort to master harmful conditions, heat or challenge (Pareek,1997).
Successful individuals demonstrate exceptionally effective interpersonal skills. Above
and beyond their technical expertise, they are adept at positively influencing other people. In
the work place this means understanding the underlying motivations of others, their thoughts
and feelings, communicating effectively about these, which includes giving and receiving the
effective feed back and enrolling people in doing what needs to be done with minimal stress,
conflict and resistance.
An attempt is made to critically review the literature of the past research work in
relevance to the present study. Some important and relevant studies on stress and coping
strategies among the degree college teachers and also the studies relating to work related
variables to occupational stress and coping ability were presented under the following
headings:
2.1 Concept of stress
2.1.1 Definition and concept of stress
2.2 Factors influencing stress
2.2.1 Demographic factors and stress
2.2.1.1 Age
2.2.1.2 Education
2.2.1.3 Occupation and position
2.2.1.4 Experience
2.2.1.5 Type of family
2.2.2 Organizational factors and stress
2.2.2.1 Work stressors
2.2.2.2 Role stressors
2.2.2.3 Personal development stressors
2.2.2.4 Interpersonal relationship stressors
2.2.2.5 Organizational climate
2.3 Level of stress
2.4 Coping strategies
2.5 Gender differences in relation to stress and coping strategies.
2.5.1 Gender differences in relation to stress
2.5.2 Gender differences in relation to stress coping strategies.
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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
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.
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
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.
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:
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.
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).
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
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:
| X1 – X2 |
t=
√S2 [1/n1 + 1/n2]
2
{(n1-1) S12 + (n2-1) S22}
S =
(n1 + n2 – 2)
Where,
X1 = mean of the first group
X2 = mean of the second group
n1 = number of observations in the first group
n2 = number of observations in the second group
2
S1 = variance of first group
S22 = variance of second group
2
S = Pooled variance of S1 and S2
3.7.3 Karl Pearson’s correlation coefficient was used to measure the relationship
between different components of employment organization sources of stressors and
demographic characteristics such as age, education, designation, total service,
monthly income, family size, family type and annual family income by using the
formula.
n Σxy - Σx Σy
r=
Where, √[nΣx2 – (Σx)2] [nΣy2 - (Σy)2]
r = Simple correlation coefficient
x = Independent variable
y = Dependent variable
Σx = Sum of x values
Σy = Sum of y values
2
Σx = Sum of squares of x values
2
Σy = Sum of squares of y values
Σxy = Sum of the product of x and y
n = numbers of pairs of observation.
3.7.4 Step wise regression analysis was adopted to identify the most important
contributing variables for the stress problems among the degree college teachers by
using the formula
Y = a + b1x1 + b2x2 + ………….. + bn xn
bi = Covariance (Xi Yi) = n Σ Xi Yi – (ΣXi) (ΣYi)
Variance of xi n ΣX2i – (ΣXi)2

Where,
Regression coefficient was tested by using the formula
bi
t=
SE (bi)
Where,
Y = Dependent variables
a = Constant
X1……Xn = Independent variables
b1……bn = Regression coefficient
SE = Standard error
Step wise regression provides a judgment on the contribution made by each variable
entered, irrespective of actual point into the model. Any model that provides a non significant
contribution is removed from the model. This process is continued till no more variables will
be admitted to the equation and no more are rejected. Steps followed in this procedure as
given by Draper and Smith, 1966 are as follows:
Step-1: Step wise procedure starts with the simple correlation matrix and enters into
regression, the x variable most highly correlated with the response.
Step-2: Using partial correlation coefficients obtained in the last step, select next variable
whose partial correlation with the response is highest to enter regression.
Step-3: In this step, the contribution of the first entered variable is examined, if the second
variable has been entered first. The method selects the next variable to enter, the one most
highly partially correlated with response, given that the selected two are already there in the
equation. This procedure is continued until no variable is rejected or accepted.
4. RESULTS
The results of the present study “Factors influencing stress and coping strategies
among the degree college teachers of Dharwad city, Karnataka” were statistically analyzed
and the findings of the study presented in this chapter under the following headings.
4.2 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
4.4 Gender wise difference with the different components of the employment organization
4.5 Relationship between demographic characteristics and the different components of the
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.
Table 1. Demographic characteristics of the selected degree college teachers
Males Females
Sl. n=100 n=100 Total
Demographic variable
No. Frequenc Percentag Frequenc Percentag N=200
y e y e
I. Age
1 Young (<31 years) 6 6.0 23 23.0 29 (14.5)
2 Middle (31-50 years) 75 75.0 75 75.0 150(75.0)
3 Old(>50years) 19 19.0 2 2.0 21(10.5)
II. Marital status
1 Unmarried 9 9.0 26 26.0 35(17.5)
2 Married 91 91.0 73 73.0 164(82.0)
3 Widow 0 0.0 1 1.0 1(0.5)
III. Family type
1 Nuclear family 65 65.0 71 71.0 136(68.0)
2 Joint family 35 35.0 29 29.0 64(32.0)
IV. Family size
1 Small(<5 members) 70 70.0 51 51.0 121(60.5)
2 Medium(5-7 members) 24 24.0 47 47.0 71(35.5)
3 Large(>7 members) 5 5.0 3 3.0 8(4.0)
V. Education
1 Post graduation 51 51.0 70 70.0 121(60.5)
2 Doctorate 48 48.0 29 29.0 77(38.5)
3 Post doctorate 1 1.0 1 1.0 2(1.0)
Designation
Lecturer /Asst. 44 44.0 67 67.0 111(55.5)
VI.
Professor
SGL/ Reader/ Assoc. 46 46.0 32 32.0 78(39.0)
1
Professor
2 Professor 5 5.0 1 1.0 6(3.0)
3 Principal 5 5.0 0 0.0 5(2.5)
VII. Total service
1 I (<14 years) 27 27.0 53 53.0 80(40.0)
2 II (14-21 years) 42 42.0 30 30.0 72(36.0)
3 III (14-21 years) 31 31.0 17 17.0 48(24.0)
VIII. Monthly income
1 Low (< Rs.16,865/-) 20 20.0 46 46.0 66(33.0)
Medium (Rs.16,865/- to
2 41 41.0 38 38.0 79(39.5)
Rs.23,556/-)
3 High (> Rs. 23,556/-) 39 39.0 16 16.0 55(27.5)
IX. Employment of spouse
1 Un employed 50 50.0 0 0.0 50(25.0)
2 Semi professional 26 26.0 18 18.0 44(22.0)
3 Professional 15 15.0 55 55.0 70(35.0)
X. Annual income of the family
1 Low (< Rs. 3,45,040/-) 43 43.0 24 24.0 67(33.5)
Medium (Rs. 3, 45,040/-
35 35.0 40 40.0 75(37.5)
2 to Rs. 5,15,680/-)
3 High (> Rs. 5,15,680/-) 22 22.0 36 36.0 58(29.0)
Note: Figures in the parentheses indicate percentage
The education of the degree college teachers ranged from post-graduation to post
doctoral degrees. On the whole, a maximum of 60.5 per cent of the teachers were post
graduates followed by 38.5 per cent having doctoral and rest had post doctoral degree.
Further it was evident that 51.0 per cent of the male and 70.0 per cent of the female teachers
were postgraduates, 48.0 per cent of the male and 29.0 per cent of the female teachers were
doctorates and only 1.0 per cent of each of the males and females were post doctorate
degree holders.
Over all it was evident that more than half percentage of the teachers (55.5%) were
Lecturers / Assistant Professors followed by 39.0 percentage were Selection Grade Lecturers
/ Readers / Associate Professors, 3.0 per cent of them were Professors and 2.5 per cent
were Principals. Further, it was apparent that 44.0 per cent of the males and 67.0 per cent of
the females were Lecturers /Asst. Professors followed by Senior Grade Lecturers / Readers /
Assoc. Professors (46.0 % of the males and 32.0 % of the females), Professors (5.0 % of the
males and 1.0 % of the females). Only 5.0 per cent of males were Principals.
Overall, it was depicted that, 40.0 per cent of the teachers had less than 14 years of
service followed by completed years of service between 14-21 years (36.0%) and above 21
years (24.0%). Results explained that 27.0 per cent of the males and 53.0 per cent of the
females had completed less than 14 years of service where as 42.0 per cent of the males and
30.0 per cent of the female teachers were between 14 and 21years, 31.0 per cent of the
males and 17.0 per cent of the females were above 21years.
Further 39.5 percentage of the teachers belonged to middle-income group followed
by low-income group (33.0%) and high-income group (27.5%). Gender wise it was evident
that 41.0 per cent of the males and 38.0 per cent of the females belonged to middle-income
group with income range between Rs.16,865/-Rs.23,556/- followed by high-income group i.e.
above Rs.23, 556/- (39.0 % of the males and 16.0 % of the females). Low-income group was
less than Rs.16, 865/- (20.0 % of the males and 46.0 % of the females).
Employment status of spouse of male and female teachers when considered
separately, it was noticed that 25.0 per cent of the respondent’s spouse were unemployed,
22.0 and 35.0 per cent respondents’ spouses were semiprofessionals and professionals
respectively. Genderwise it was evident that 50.0 per cent of the male respondent’s spouses
were unemployed (home makers); where as 26.0 per cent of the male respondents’ spouses
were semi professionals employed in bank, railway, post office, telecom office, library staff,
school teacher, nurses, accountant etc. Eighteen percentage of the female respondent’s
spouses were semi professionals such as journalist, air force employee, businessman,
telecom office employee etc. Lastly, 15.0 per cent of the male respondent’s spouses were
professionals such as Professor. More than half percentage of the female respondent’s
spouses were professionals such as engineer, doctor, professor, manager, lawyers etc. Rest
17.5 percentage of the teachers were unmarried.
Regarding annual income of the family, it revealed that 37.5 per cent of the teachers
belonged to middle- annual income of the family followed by low annual income group
(33.5%) and high-income group (29.0%). Further, it was evident that 35.0 per cent of the
males and 40.0 per cent of the females belonged to middle annual income group that ranged
between Rs. 3, 45,040/- to Rs. 5, 15,680/-. Low annual income group that was less than Rs.
3, 45,040/- (43.0 % of the males and 24.0 % of the females) and high annual income group
i.e. above Rs. 5, 15,680/- (22.0 % of the males and 36.0 % of the females).
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
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
Table 2. Work stressors among the degree college teachers
Stress always
Sl. Total
Work stressors
No. Males Females N=200
n=100 n=100
1 The complex nature of my work does not baffle 34(34.0) 23(23.0) 57(28.5)
me.
2 I am waiting for the day to come, when I can 17(17.0) 12(12.0) 29(14.5)
relax.
3 I am fed up by keeping myself busy all the times 16(16.0) 12(12.0) 28(14.0)
to meet deadlines.
4 I love when my hands are full which keeps me 10(10.0) 4(4.0) 14(7.0)
busy at my work.
5 Most of the time I have to force myself to start 7(7.0) 11(11.0) 18(9.0)
work.
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 5(5.0) 8(8.0) 13(6.5)

enthusiasm.
8 The time passes with out my notice each day at 5(5.0) 8(8.0) 13(6.5)
my work.
9 I manage to cope up well with the demands 5(5.0) 0(0.0) 5(2.5)

from my work.
10 I am fed up to follow the same routine day in 3(3.0) 6(6.0) 9(4.5)

and day out.
11 I am unable to carry out my work to my 3(3.0) 2(2.0) 5(2.5)

satisfaction on account of deadlines drawn.
12 I look forward to face another day in my work 2(2.0) 2(2.0) 4(2.0)

life.
13 I set deadlines and work at my own pace 2(2.0) 2(2.0) 4(2.0)

peacefully.
14 Working conditions are satisfactory in my 1(1.0) 3(3.0) 4(2.0)

organization from the point of view of workers
welfare and convenience.
15 My job lacks opportunities to utilize my skills 1(1.0) 1(1.0) 2(1.0)

and abilities.
16 I find it difficult to concentrate on my work 0(0.0) 2(2.0) 2(1.0)

because of the noise, I am exposed to.
35 Male
Female
30
25
20
Percentage
15
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Fig. 1. Work stressors among the degree college teachers
Fig.1. Work stressors among the degree college teachers

Table 3. Role stressors among the degree college teachers
Stress always
Sl. Total
Role stressors Males Females
No. N=200
n=100 n=100
1 My employment organizational responsibilities 19(19.0) 12(12.0) 31(15.5)
interfere with my family organizational role.
2 I need to sacrifice my values in meeting my role 6(6.0) 10(10.0) 16(8.0)
obligations.
3 Segregation by role is visible in my organization 6(6.0) 5(5.0) 11(5.5)
to the extent of discomfort.
4 I am constrained in my role fulfillment, due to lack 5(5.0) 12(12.0) 17(8.5)
of knowledge and skill.
5 I feel concerned due to poor information inflow, 5(5.0) 10(10.0) 15(7.5)
which restricts my output.
6 I get baffled with the contradictory instruction 5(5.0) 2(2.0) 7(3.5)
given by different members in the organization
regarding my work.
7 It is not clear as ,to what type of work and 3(3.0) 5(5.0) 8(4.0)
behavior my higher authority and colleagues
expect from me
8 I am able to use my training and expertise in my 2(2.0) 6(6.0) 8(4.0)
role.
9 I know what the people, with whom I work, 2(2.0) 4(4.0) 6(3.0)
expect from me.
10 People in the organization can understand 2(2.0) 1(1.0) 3(1.5)
my priorities.
11 Repeated incidents where my contributions are 1(1.0) 9(9.0) 10(5.0)
taken very lightly put me off.
12 Sufficient mutual cooperation and team spirit exist 1(1.0) 6(6.0) 7(3.5)
among the members in the organization.
13 I am exposed to opportunities, to enhance my

1(1.0) 2(2.0) 2(1.0)
efficiency.
14 I enjoy fulfilling my responsibilities in employment 0(0.0) 2(2.0) 2(1.0)
organization and in family organization.
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)

percentage of the female teachers reported that they enjoyed fulfilling their responsibilities in
both i.e. employment organization and in family organization (2.0%), their presence was felt in
the organization (1.0%) and their role in the organization was adequately planned (1.0%),
where as none of the male teacher considered these as stressors.
4.2.3 Personal development stressors among the degree college teachers.
An appraisal of table 4 and fig. 3 about the personal development stressors among
the degree college teachers among the degree college teachers illustrated that majority i.e.
60.0 per cent of the teachers reported that they experienced stress always, because they
20 Male
Female
18
16
14
12
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Fig. 2. Role stressors among the degree college teachers
Fig.2. Role stressors among the degree college teachers

Table 4. Personal development stressors among the degree college teachers
Stress always
Sl. Total
Personal development stressors Males Females
No. N=200
n=100 n=100
1 I am basically a lazy person, so I am happy with 66(66.0) 54(54.0) 120(60)
fewer responsibilities.
2 My wish to achieve the top position gives me 12(12.0) 9(9.0) 21(10.5)
extra energy to work in the organization.
3 The feeling that, success and gender bear no 11(11.0) 7(7.0) 18(9.0)
association with each other in my organization
is an encouraging notion to me as a member of
the same.
4 My conscience pricks me at the loss of interest; 11(11.0) 7(7.0) 18(9.0)
I exhibit to initiate work due to internal politics in
the organization.
5 I end up seeking suggestions from my 8(8.0) 14(14.0) 22(11.0)
colleagues due to my in-experience.
6 I have aspirations and qualifications, but the 7(7.0) 11(11.0) 18(9.0)
system does not have better positions for me.
7 Extra efforts I need to take, to prove myself in 6(6.0) 21(21.0) 27(13.5)
my role puts pressure on me.
8 It is hard for me when I need to sacrifice my 4(4.0) 14(14.0) 18(9.0)
professional ambitions in favour of my familial
ambitions.
9 My work in the organization goes as per my 4(4.0) 6(6.0) 10(5.0)
plan.
10 My roles that I fulfill give scope for exposure to 3(3.0) 0(0.0) 3(1.5)
the latest technologies.
11 My inability, to cope up with the level of 2(2.0) 10(10.0) 12(6.0)
excellence set up in my organization leaves me
with nightmares.
12 My college peers with same qualification are in 1(1.0) 12(12.0) 13(6.5)
better positions than me.
13 My inability to take up challenging tasks due to 0(0) 4(4.0) 4(2.0)
the nature of my appointment puts me off at
work.
14 The goodwill and co-operation, I earn from my 0(0) 2(2.0) 2(1.0)
fellow beings in the organization make me
strive forward to achieve greater things.
15 Stability in my job makes me take up 0(0) 2(2.0) 2(1.0)
challenging tasks enthusiastically as failures
are not dealt with drastically.
16 I rise to any occasion, by building competence 0(0) 2(2.0) 2(1.0)
through my initiatives; this earns me respect
from my colleagues.
were basically lazy persons and thereby were happy with fewer responsibilities. The extra
effort they need to prove themselves in their role was the cause of stress always among 13.5
per cent of the teachers and they wished to achieve the top position gave them extra energy
to work in their organization, was the cause of stress always among 10.5 per cent. Where as
11.0 per cent of the teachers reported that they experienced stress always because they end
up seeking suggestions from their colleagues due to their in experience. Each 9.0 per cent of
each of the teachers experienced stress always as their conscience pricked them at the loss
of interest they exhibited to initiate work due to internal politics in their organization, though
they had aspirations and qualifications, but the system did not have better position for them.
Further, 9.0 per cent of each of the teachers stated that the feeling that success and gender
Male
70
Female
60
50
40
Percentage
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Fig. 3. Personal development Stressors among the degree college teachers
Fig.3. Personal development stressors among the degree college teachers

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
Table 5. Interpersonal relation stressors among the degree college teachers
Stress always
Sl. Total
Interpersonal relations stressors Males Females
No. N=200
n=100 n=100
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 10(10.0) 10(10.0) 20(10.0)
when I need from
my superiors.
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

3(3.0) 6(6.0) 9(4.5)
causes me a great deal of stress.
9 The relations with my sub-ordinates make my 3(3.0) 6(6.0) 9(4.5)

life worthwhile.
10 My relations with my colleagues cause me a
2(2.0) 10(10.0) 12(6.0)
great deal of anxiety.
11 The faith bestowed on me by my superiors is

2(2.0) 3(3.0) 5(2.5)
encouraging.
12 My sub-ordinates feel free to discuss their

1(1.0) 11(11.0) 12(6.0)
personal problems with me.
13 My colleagues can be relied on when things get

1(1.0) 4(4.0) 5(2.5)
tougher for me at work.
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
0(0.0) 5(5.0) 5(2.5)
and me leads to a sense of loss.
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
25 Male
Female
20
15
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Fig. 4. Interpersonal relation stressors among the degree college teachers
Fig.4. Interpersonal relation stressors among the degree college teachers

Table 6. Organizational climate stressors among the degree college teachers
Stress always
Sl. Total
Organizational climate stressors Males Females
No. N=200
n=100 n=100
1 Lack of my involvement in decision making in my 23(23.0) 21(21.0) 44(22.0)
organization reduces responsibilities on my
shoulder.
2 The participatory model followed in my 21(21.0) 23(23.0) 44(22.0)
organizational set up enhances my responsibilities
to the point of exhaustion.
3 Secrecy maintain by my superior in decision 14(14.0) 11(11.0) 25(12.5)
making is disgusting.
4 The expectations of my organization to do certain 14(14.0) 6(6.0) 20(10.0)
works, which are not to my likings, are unbearable.
5 Decisions made by superiors keeping in view the 10(10.0) 15(15.0) 25(12.5)
good of the organization rather than the individual
members are un-palatable.
6 My point of view is ignored in the organization. 7(7.0) 8(8.0) 15(7.5)
7 I find it suffocating to function within my 7(7.0) 4(4.0) 11(5.5)
organizational system where there is no place for
questioning approach.
8 Sympathetic approach of my organization towards 7(7.0) 3(3.0) 10(5.0)
its members gives me relaxed work environment.
9 I am sought after in my organization in times of 6(6.0) 3(3.0) 9(4.5)
emergencies.
10 The sub-ordination I am subjected to in my role in 6(6.0) 2(2.0) 8(4.0)
the organization gives me un-pleasant feelings.
11 Considerable environment tolerance, that persist 3(3.0) 4(4.0) 7(3.5)
in my organization makes me irritated.
12 I feel, I am a part of my organization. 3(3.0) 3(3.0) 6(3.0)
13 I get motivation to work hard, since I am made to 2(2.0) 5(5.0) 7(3.5)
feel responsible for the organization.
14 My superiors understand my personal problems 2(2.0) 4(4.0) 6(3.0)
with sympathy.
15 I enjoy executing decision in my organization as I 2(2.0) 1(1.0) 3(1.5)
am also a party to it at one level or the other.
16 Freedom is given to me to plan my work in the 0(0.0) 5(5.0) 5(2.5)
organization.
reported that they were stressed always because their point of view was ignored in the
organization. The teachers further reported that they were always stressed and they were
found it suffocating to function with in their organizational system where there was no place
for questioning approach (5.5%). On the contrary to the above statement, 5.0 per cent of the
teachers also reported that sympathetic approach of their organization to wards its members
gave them relaxed work atmosphere and 3.5 per cent reported that they got motivation to
work hard, since they were made to feel responsible for the organization. The teachers
reported that they were sought in their organization in times of emergencies (4.5%).
Four per cent of the teachers reported that they were always stressed due to the sub-
ordination they were subjected to in their role in the organization gave them unpleasant
feeling and considerable environment tolerance that persisted in their organization made
them irritated was reported by 3.5 per cent of the teachers. Three per cent of each of the
teachers reported that they felt they were a part of their organization and their superiors
understood their personal problems with sympathy. The respondents also reported that they
were stressed always, because of the freedom given to them to plan their work in their
25 Male
Female
20
15
Percentage
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Statements
Fig. 5. Organizational climate stressors among the degree college teachers
Fig.5: Organizational climate stressors among the degree college teachers

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.
Table 7. Distribution of the respondents according to the level of stress
Male Female Total

Sl. Level of stress
No.
Frequency % Frequency % Frequency %
Very low stress

1 25 25.0 22 22.0 47 23.5
(1-80)
Low stress
2 73 73.0 68 68.0 141 70.5
(81-160)
Moderate stress
3 2 2.0 10 10.0 12 6.0
(161-240)
High stress
4 0 0.0 0 0.0 0 0.0
(241-320)
The correlation coefficient of total stressors with age, designation, total service and
monthly income were negative and highly significant. Further it was apparent that annual
income of the family was negatively and not significantly related with total stressors, where as
education, family type and family size were positively and not significantly related with total
stressors.
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
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
Male
80
Female
70
60
50
Percentage
40
30
20
10
0
Very low stress Low stress Moderate stress High stress
Level of stress
Fig. 6. Distribution of the respondents according to the level of stress
Fig.6. Distribution of the respondents according to the level of stress

Table 8. Gender wise difference with the different components of employment organization
Male Female
Sl. Employment organization
t -value
No. sources of stressors
Mean S.D. Mean S.D.
1 Work stressors 21.51 8.55 20.60 7.50 0.799NS
NS
2 Role stressors 17.69 8.99 18.99 9.23 1.008
Personal development
3 22.72 6.32 24.96 6.55 2.459*
stressors
Interpersonal relations
4 19.06 6.91 21.72 7.83 2.545*
stressors
Organizational climate
5 22.58 8.81 23.45 8.52 0.709NS
stressors
NS
Total stressors 103.56 31.24 109.72 32.61 1.364
Note- * -significant
at 5% level,
NS- Non significant
physical stress management technique. Further, 13.0 per cent of the males and 28.0 per cent
of the females adopted the using of labour saving devices.
For relaxation, 53.5 per cent of the teachers practiced taking rest followed by taking
out time for leisure (36.5%), drinking water (29.5%) and deep breathing (19.0%). Further,
gender wise analysis revealed that 47.0 per cent of the males and 35.0 per cent of the
females preferred taking rest as a relaxation technique followed by taking out time for leisure
(46.0 % of the males and 27.0 % of the females).
It was apparent that avoiding strenuous posture was adopted by 45.0 per cent of the
teachers followed by convenient placement of things (39.5%), changing of posture (31.5%)
and using ergonomically designed furniture (7.0%). Gender wise analysis revealed that 52.0
per cent of the males and 38.0 per cent of the females practiced avoiding strenuous posture
to reduce physical stress where as convenient placement of things was practiced by 31.0 per
cent of the male and 48.0 per cent of the female teachers.
In case of diet as a strategy for minimizing physical stress 59.5 per cent of the
teachers considered taking balanced diet as an effective means, followed by consuming more
food many times in small quantities (27.0%), eating less food (23.5%), taking high fibre diet
(4.0%) and consuming more food (1.5%). Almost equal percentage of the males and females
were found to be practicing the similar methods.
Majority i.e. 76.0 per cent of the teachers preferred walking followed by yoga (27.5%),
exercise (15.5%), playing game (12.0%), swimming (2.0%) and going to gym (1.5%). Gender
wise it was evident that each 76.0 per cent of the males and females adopted walking as a
physical stress reducing technique followed by yoga (22.0 % of the males and 33.0 % of the
females), playing games (18.0 % of the males and 6.0 % of the females)
Table 9. Relationship between demographic characteristics and the different components
of employment organization sources of stressors
SL Work Role Personal Interperson Organization Total

. EOSS stresso stresso developme al relation al climate stresso
No rs rs nt stressors stressors rs
. DC stressors
1 Age -0.158* - -0.211** -0.193** -0.194** -

0.261** 0.255**
2 Education 0.092 0.037 -0.024 0.054 0.135 0.078
3 Designatio -0.171* - -0.186** -0.077 -0.109 -

n 0.219** 0.191**
4 Total -0.144* - -0.190** -0.206** -0.187** -

service 0.242** 0.243**
5 Monthly - - -0.229** -0.161* -0.164* -

income 0.186** 0.262** 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 -0.186 -0.147 -0.103 -0.022 -0.138 -0.152

family
income
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
2
Model Demographic b t R F
characteristics
1. Age -0.982 3.710** 0.065 13.763**
Note -** -significant at 0.01% level of probability

Table 11. Physical stress management strategies and therapies adopted by the degree
college teachers
Males Females
Sl. Physical stress n=100 n=100 Total
No. management strategies Percentag Percentag N=200
Frequency Frequency
e e
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)
Use of labour saving 28 28.0 45(22.5)
4
devices 13 13.0
Alternating heavy 16 16.0 29(14.5)
5
work with light work 13 13.0
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)
Convenient placement of 31 31.0 48 48.0 79(39.5)
3
things
Use ergonomically 8 8.0 6 6.0 14(7.0)
4
designed furniture
IV Diet
1 Take balanced diet 60 60.0 59 59.0 119(59.5)
Consume more food 28 28.0 26 26.0 54(27.0)
2 many times in small
quantities
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)
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)
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)
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
Table 12. Mental stress management strategies and most liked activities adopted by the
Males Females
Sl. Mental stress n=100 n=100 Total
No. management strategies Percentag Percentag N=200
Frequency Frequency
e e
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)
II Psychotherapy
Positive thinking 58 58.0 67 67.0 125(62.5
1
)
Recreation with family 56 56.0 50 50.0 106(53.0
2
)
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)
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)
Attending social 29 29.0 25 25.0 54(27.0)
3
gathering
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
Maintaining well 36 36.0 33 33.0 69(34.5)
1
organized home
Avoiding painful 34 34.0 46 46.0 80(40.0)
2
reminders
3 Change of place 31 31.0 30 30.0 61(30.5)
Adopting to the 13 13.0 9 9.0 22(11.0)
4
distressing events
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)
Legitimately avoid 24 24.0 34 34.0 58(29.0)
3
disliked tasks
Changes in preference 21 21.0 25 25.5 46(23.0)
4
of job
VI Most liked activities
Watching T.V. 58 58.0 53 53.0 111(55.5
1
)
Listening songs 51 51.0 65 65.0 116(58.0
2
)
Spending time in 33 33.0 25 25.0 58(29.0)
3
park/with nature
Going for 24 24.0 36 36.0 60(30.0)
4
movie/shopping
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)
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

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.
Table 13. Gender wise difference with regards to coping strategies among the degree college
teachers
Male Female
Sl.
Coping strategies t -value
No.
Mean S.D. Mean S.D.
Physical stress management

1 8.59 2.09 8.62 2.04 0.103NS
strategies
Mental stress management

2 8.51 2.31 9.33 3.04 2.143*
strategies
Note- * -significant at 5% level

NS- non-significant
Table 14. Stress Management Techniques practiced by the selected teachers in their daily
living
Sl. Male Female Total

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
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.
5.2 Factors causing stress among the degree college teachers as per Employment
Organization Sources of Stressors (EOSS) Scale
5.2.2 Role 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
5.4 Gender wise difference with the different components of the employment organization
5.5 Relationship between demographic characteristics and the different components of
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.
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
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.
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.
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
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
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,
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.
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
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.
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
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)
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.
5.8 GENDER WISE DIFFERENCE WITH REGARDS TO COPING
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.
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
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.
• 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. Name of the Relationship Age Education Occupation Annual

No. family members with respondent (specify) 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.
Sl Statements Responses
no Always Frequently Sometimes Rarely Never
1. I am fed up to follow the same
routine day in and day out.
2. Working conditions are
satisfactory in my organization
from the point of view of
workers’ welfare and
convenience.
3. I am unable to carry out my
work to my satisfaction on
account of deadlines drawn.
4. I manage to cope up well with
the demands from my work.
5. My job lacks opportunities to
utilize my skills and abilities.
6. The time passes with out my
notice each day at my work.
7. I find it difficult to concentrate
on my work because of the
noise, I am exposed to.
8. I set deadlines and work at my
own pace peacefully.
9. I am waiting for the day to
come, when I can relax.
10. The norms and expectations
put a curb on my enthusiasm.
11. I look forward to face another
day in my work life.
12. I enjoy working long hours at
my task.
13. I am fed up by keeping myself
busy all the times to meet
deadlines.
14. I love when my hands are full
which keeps me busy at my
work.
15. The complex nature of my
work does not baffle me.
16. Most of the time I have to force
myself to start work.
17. I need to sacrifice my values in
meeting my
role obligations.
18. Segregation by role is visible
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.
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
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.
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.
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
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)
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’.
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
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
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.

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.
62. My colleagues are
approachable.
63. The wall that exists between
my sub-ordinates and me
leads to a sense of loss.
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
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.
Positive and negative statements:
SUB SCALE POSITIVE STATEMENTS NEGATIVE STATEMENTS

Employment Sl.no. 1, 3,5,7,9,10,13,16. Sl.no. 2, 4, 6, 8, 11, 12, 14,
organization 15.
Work stressors
perception.
Employment Sl.no.17, 18, 20, 21, 23, 24, 27, Sl.no. 19, 22, 25, 26, 28, 29,
organization 30. 31, 32
Role stressors
perception.
Employment Sl.no.33, 39, 42, 43, 44, 45, 46, Sl.no. 34, 35, 36, 37, 38, 40,
organization 48. 41, 47.
Persona development
stressors perception.
Employment Sl.no. 49, 50, 53, 54, 57, 61, 63, Sl.no. 51, 52, 55, 56, 58, 59,
organization 64. 60, 62.
Interpersonal relations
stressors perception.
Employment Sl.no. 66, 67, 69, 72, 73, 75, 78, Sl.no. 65, 68, 70, 71, 74, 76,
organization 80 77, 79
climate stressors
perception.
FACTORS INFLUENCING STRESS AND COPING
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.

Dharwad Stress

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FACTORS INFLUENCING STRESS AND COPING

STRATEGIES AMONG THE DEGREE COLLEGE

Thesis submitted to the

Master of Home Science

Family Resource Management

DEPARTMENT OF FAMILY RESOURCE MANAGEMENT

DHARWAD (SUSHEELA P. SAWKAR)

Sl. No. Chapter Particulars

Sl. No. Chapter Particulars

1 Demographic characteristics of the selected degree college teachers

1 Work stressors among the degree college teachers

2 Role stressors among the degree college teachers

3 Personal development Stressors among the degree college

4 Interpersonal relation stressors among the degree college

5 Organizational climate stressors among the degree college

6 Distribution of the respondents according to the level of stress

Appendix No. Title

II Employment Organization Sources of Stressors Scale

2.1 CONCEPT OF STRESS

2.2 FACTORS INFLUENCING STRESS

2.4 COPING STRATEGIES

2.5 GENDER DIFFERENCES IN RELATION TO STRESS AND

3.1 LOCALE OF THE STUDY

3.2 SELECTION OF SAMPLE

3.3 RESEARCH DESIGN

3.4 PROCEDURE FOR DATA COLLECTION

3.5 SELECTION AND USE OF THE TOOLS FOR STUDY

3.7 STATISTICAL ANALYSIS

√S2 [1/n1 + 1/n2]

Variance of xi n ΣX2i – (ΣXi)2

4.1 DEMOGRAPHIC CHARACTERISTICS OF THE SELECTED

4.2 FACTORS CAUSING STRESS AMONG THE DEGREE

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

9 I manage to cope up well with the demands 5(5.0) 0(0.0) 5(2.5)

10 I am fed up to follow the same routine day in 3(3.0) 6(6.0) 9(4.5)

11 I am unable to carry out my work to my 3(3.0) 2(2.0) 5(2.5)

12 I look forward to face another day in my work 2(2.0) 2(2.0) 4(2.0)

13 I set deadlines and work at my own pace 2(2.0) 2(2.0) 4(2.0)

14 Working conditions are satisfactory in my 1(1.0) 3(3.0) 4(2.0)

15 My job lacks opportunities to utilize my skills 1(1.0) 1(1.0) 2(1.0)

16 I find it difficult to concentrate on my work 0(0.0) 2(2.0) 2(1.0)

Fig. 1. Work stressors among the degree college teachers

Fig.1. Work stressors among the degree college teachers

13 I am exposed to opportunities, to enhance my

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

Fig. 2. Role stressors among the degree college teachers

Fig.2. Role stressors among the degree college teachers

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

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

1 Affectionate behavior from my colleagues is un-

3 Advice from colleagues when faced with a

5 My colleagues go out of their way to make my

7 I have the freedom to express my ideas in front

8 The kind of support I get from my sub-ordinates

9 The relations with my sub-ordinates make my 3(3.0) 6(6.0) 9(4.5)

11 The faith bestowed on me by my superiors is

12 My sub-ordinates feel free to discuss their

13 My colleagues can be relied on when things get

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

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

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

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

1 Age -0.158* - -0.211 -0.193 -0.194** -

4 Total -0.144* - -0.190 -0.206 -0.187** -

1. Age -0.982 3.710 0.065 13.763