Rajiv Gandhi University of Health Sciences, Karnataka, Bangalore
ANNEXURE – II
PROFORMA FOR REGISTRATION OF SUBJECTS FOR DISSERTATION
1.
Name of the candidate and
address
(in block letters)
A. SUSAIMARI
I YEAR M. Sc. NURSING
ATHENA COLLEGE OF NURSING
FALNIR ROAD
MANGALORE – 575 001.
2.
Name of the Institution
ATHENA COLLEGE OF NURSING
FALNIR ROAD
MANGALORE – 575 001.
3.
Course of Study,
Subject
M. Sc. NURSING
PSYCHIATRIC NURSING
4.
Date of Admission to the
course
20.05.2013
5.
Title of the Topic
A STUDY TO ASSESS THE LEVEL OF STRESS AND
COPING STRATEGIES ADOPTED BY HIGHER PRIMARY
SCHOOL TEACHERS IN SELECTED SCHOOLS AT
MANGALORE
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6.
Brief Resume of the Intended Work
Introduction
The word “Stress” was originally an engineering term used to refer to
the amount of force that a beam or other physical support could bear without
collapsing under the strain .The problem comes when we push ourselves
beyond our limitations, beyond what we were indented to bear without
permanent damage. A response to an environmental demand is a stress. Stress
arises when the relationship between a person and his environment is
appraised by a person as taxing or endangering to his well- being.1
The new millennium brought with its fast changes marked by
knowledge revolution, information, explosion and the associated acceleration
of changes in social structure, technology, occupations and organizations
making for an increasingly complex living environment, placing high demands
on an individual’s capacity to adapt. Thus there is difficulty for individuals to
cope with the prevailing environment of fast-changing situation that causes
disequilibrium in the body and mind resulting in stressful situations. It is very
common for human beings to encounter stress both at the work place as well
as at home. More than 70% of the diseases are said to be stress related.2
Stress affects the body in a variety of ways. For example stress can
reduce enjoyment of occasion, can cause mood changes and can cause severe
health problems. Over time stress is related to several chronic medical
conditions such as high blood pressure, migraine headaches, and a variety of
other medical conditions. Since everyone has a unique response to stress, there
is no “one size fits all” solution to managing it. No single method works for
everyone or in every situation. So experiment with different techniques and
strategies, it is helpful to think of the four as Avoid, Alter, Adapt and Accept.3
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6.1
Need for the Study
Teacher stress is defined by Kyriacou as “the experience by a teacher
of unpleasant emotions, such as tension, frustration, anxiety, anger, and
depression, resulting from aspects of work as a teacher.” Research has shown
that teachers, along with servicemen, social workers, and linguists, are the
most affected by rising stress in their respective work environments. One out
of three teachers report teaching as being very or extremely stressful, causing
the teaching profession to have the highest annual turnover rate. Professions
other than teaching have an average annual turnover rate of 11 percent, while
the annual turnover rate for teachers is 15.7 percent. 4
A study was conducted to investigate the role of certain demographic
variables in determining stress-coping behaviour of female teachers. The
sample consisted of 150 female teachers selected by stratified sampling
method from various schools of Bhopal. Stress-coping behaviour was
measured with the help of a subscale of ‘The Occupational Stress Indicator’.
The scores of the subjects were compared in terms of marital status, age, and
level of teaching with the help of ‘t’ test and ‘F’ test. Marital status, age, and
experience were found to be significant determinants of stress-coping, whereas
the scores did not differ significantly on the basis of level of teaching. Married
teachers in the age range of 40-60 years, with higher experience were able to
cope better with the job stress than their counterparts. Teaching has been
identified as one of the three most stressful occupations. As many as 78
percent of teachers were plagued by stress.5
The extent to which teachers are satisfied with their jobs and working
conditions is likely to have significant consequences for the retention of
teachers within the profession for their approach to teaching, for the creation
of collegial relations within a school, and for student outcomes. Higher levels
of dissatisfaction with work and occupational stress have been associated with
teacher performance, absenteeism and leaving the job.6
3
The quality of education in any country is almost synonymous with the
quality of teaching. The quality of teaching is, in turn, largely dependent on
the characteristics of individuals serving as teachers; their training, aspiration,
experience, their behaviour in formal and informal roles within and outside the
school system, as well as their general state of physical and emotional wellbeing. Discussion with teachers, of higher primary school, review of literature
and discussion with experts motivated the investigator to take up a study
regarding stress and coping strategies among higher primary school teachers.
6.2
Review of literature
A study was conducted to determine the occupational stress level of
Government and Aided Higher secondary school teachers living in different
socio-cultural and economic situations in Madurai district Tamil Nadu. The
sample consisted of 185 Aided school teachers and 120 Government teachers.
Teachers were selected by using simple random sampling technique. The
findings showed significant relationship between age and the level of stress
among the Aided higher secondary school teachers.7
A study was conducted to investigate the occupational stress among
teachers of primary and secondary schools in Hong Kong. A random sample of
6000 teachers was generated from data base of Hong Kong professional
teacher’s union (HKPTU) members. A self administered questionnaire was
designed and sent by mail to the teachers of primary and secondary schools
together with a cover letter. A total of 1,710 teachers answered the
questionnaire. The results indicated that most of the teachers (97.3 %) reported
an increase of perceived stress level. Both male and female teachers
experienced the same level of perceived stress. Teachers of primary schools
showed significantly higher perceived stress than those of secondary schools.
There was no significant difference in perceived stress level and years of
teaching experience.8
4
A study was conducted with the aim to investigate the levels of
occupational stress and professional burnout of teachers of primary secondary
education. It also aimed to investigate the coping strategies that they adopt,
and the relationship between them. The sample consisted of 388 teachers.
Three instruments were administered to teachers “teachers occupational stress,
the Maslach burnout inventory, and the stress coping strategies scale.” The
findings showed that teachers of primary education experienced higher levels
of stress compared to the teachers of secondary education. Female teachers
experienced more stress and lower personal accomplishment than men. The
analysis of variance indicated that teachers practicing their profession for 1115 years reported higher scores of stress in working conditions than the other
teachers’ groups.9
A comparative study was conducted with the aim to determine the
stress level of Turkish and Macedonian teachers living in different sociocultural and economic situations. Sample consisted of 416 Turkish teachers
and 213 Macedonian teachers. There was a meaningful difference in the stress
level points of Turkish and Macedonian teachers. There was a meaningful
differences between female and male teachers in Turkey in terms of total stress
level score (U=16674.0; p = 0,000<0.05). The stress levels of male teachers
were higher in Turkey compared to female teachers. There was no difference
between female and male teachers in Macedonia in terms of total stress level
scores (U= 4282.5; p =0,132>0.05).10
An ex-post-facto study on stress and emotional competence of 105
primary school teachers was conducted in Dharwad. Stress was assessed using
stress inventory for teachers (SIT) and emotional competence by EC scale.
Results revealed
that most of the teachers (64.7%) had an average to high
level of stress and 35.2 % with low stress. Majority of them (89.5%) showed
average to competent levels of emotional competence, followed by 6.7% and
3.8 % as incompetent and highly competent levels, respectively. The coefficient of correlation between occupational stressors and components as well
as over all emotional competence was -0.241,-0.345,-0.333,-0.371,-0.195 and
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-0.379. This revealed that there was significant negative relationship between
occupational stress and emotional competence.11
A study was conducted to determine the job stress among primary
school teachers in south –west, Nigeria. A total of 624 teachers were chosen as
subjects using a multistage sampling technique, and a structured questionnaire
was used to gather information from the subjects. Research hypotheses were
formulated and inferential statistics of test and analysis of variance ANOVA
were
employed to analyse significant differences at 0.05 level. The
differences were significant only for age and gender, with regard to the stress
more than seven out of every ten teachers (73%) reported headaches and other
health problems. As to strategies for coping with stress 61.9% of teachers said
they watch TV programmes, 58.9% listen to music 53.3% talk with friends and
51.7% pray to cope with job stress. The findings of the study showed clearly
that teaching work needs to be restructured.12
6.3
Problem Statement
A study to assess the level of stress and coping strategies adopted by
higher primary school teachers in selected schools at Mangalore.
6.4
Objectives of the Study
1.
To assess the level of stress among higher primary school teachers as
measured by a rating scale.
2.
To assess the coping strategies adopted by higher primary school
teachers using a rating scale.
3.
To find out the relationship between stress and coping strategy of
higher primary school teachers.
4.
To find out the association between stress and coping with selected
demographic variables (age, education, family income, marital status,
type of family, years of teaching experience).
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6.5
Operational Definitions
Stress: In this study stress refers to the physical and mental tension
experienced by the higher primary school teachers during the period of work
as measured by a stress rating scale.
Coping strategies: In this study coping refers to the adoptive behaviour used
by higher primary school teachers in dealing with stress as measured by a
rating scale.
Higher primary school teachers: In this study it refers to male and female
teachers who are engaged in teaching the students from 1st to 7th standard.
Variables under study
Dependent variable: In this study dependent variable is stress and coping of
higher primary school teachers.
Extraneous variable: In this study extraneous variables are age, education,
family income, marital status, type of family, and years of teaching experience.
6.6
Assumption
The study assumes that:
1.
Higher primary school teachers may have some level of stress and may
use some coping strategies.
2.
Stress and coping strategies of higher primary teachers can be
measured using a rating scale.
3.
Stress and coping may vary from individual to individual.
6.7
Delimitations
This study will be delimited to higher primary school teachers of
selected schools and are available at the time of data collection. Therefore
generalization is not possible.
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6.8
Projected outcome (Hypothesis)
All the hypotheses will be tested at 0.05 level of significance
H1:
There will be a significant relationship between the mean stress score
and mean coping scores of higher primary school teachers.
H2:
There will be a significant association between the mean stress score
and mean coping score of higher primary school teachers with selected
demographic variables.
7.
MATERIAL AND METHODS
7.1
SOURCE OF DATA
Data will be collected from higher primary school teachers of selected
schools at Mangalore.
7.1.1
Research Design
Descriptive survey design will be used for the study.
7.1.2
Setting
The study will be conducted in selected higher primary schools at
Mangalore. Teachers at both aided as well as private schools will be included
in the study.
7.1.3
Population
Population for the study will consist of higher primary school teachers
of selected schools at Mangalore.
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7.2
METHOD OF DATA COLLECTION
7.2.1
Sampling Procedure
Purposive sampling technique will be used to select the schools as well
as the sample.
7.2.2
Sample Size
The sample for the present study will consist of 50 higher primary
school teachers.
7.2.3
Inclusion criteria for sampling

Higher primary school teachers who are available at the time of data
collection.

Higher primary school teachers who are willing to participate in the
study.

Higher primary teachers who can read and write English/Kannada.
7.2.4
Exclusion Criteria for sampling

Higher primary teachers who are not willing to participate in the study.
7.2.5
Instrument intended to be used
1.
Demographic proforma
2.
Stress rating scale to assess the stress among higher primary school
teachers in selected schools at Mangalore.
3.
Coping rating scale to assess the coping strategies adopted by the
higher primary school teachers in selected schools at Mangalore.
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7.2.6
Data collection method
A written permission will be obtained from the concerned authority of
the selected schools. List of higher primary teachers will be collected. The
investigator will meet the higher primary teachers in their own school at their
convenient time. The purpose of the study will be explained to them and an
informed consent will be taken. The tool will be administered to collect the
data.
7.2.7
Data Analysis Plan
Based on the objectives, data analysis will be done by using descriptive
and inferential statistics. Descriptive statistics such as mean, percentage,
frequency and standard deviation will be used to depict the demographic data,
stress score and coping score. Chi-square test will be used to find out the
association between mean stress score and coping score with selected
demographic variables. Relationship between stress score and coping score
will be assessed by computing ‘r’ value. The finding will be represented in the
form of Tables and Figures.
7.3
Does the study require any investigation or intervention to be
conducted on patients or other humans or animals? If so, please
describe briefly.
No, the study does not involve any investigation or interventions to be
conducted on the sample.
7.4
Has ethical clearance been obtained from your institution in case
of 7.3?
Yes, ethical clearance will be obtained from the research committee of
the college of nursing prior to the conduction of the study. Administrative
permission will be obtained from the concerned authorities. Consent will be
obtained from the sample and confidentiality will be maintained.
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List of References
1.
Mary JJ. Stress management for health care personnel. Nightingale
Nursing Times 2009 Feb;4(II):14.
2.
Ceasar J. Coping with stress. Health Action 2009 Sep;26.
3.
Bhuvaneswari S. Healthy ways to manage stress. Nightingale Nursing
Times 2009 Jun;5(3):33.
4.
Sprenger J. Stress and coping behaviours among primary school
teachers. [online]. 2010 Jul. Available from:
URL:http//:the_scholarship.ecu.edu/bitstream. [Accessed 2013 Aug].
5.
Chaturvedi M. Coping behaviour of female teachers. Demographic
determinant. Ind Psychiatry J 2009 Jan;18(1):36-8.
6.
Merike D. Job satisfaction and occupational stress among primary
school teachers and school principal in Ireland. [online]. Available
from:
URL:http//:www.teaching_council.ie/File_upload/research/commission
ed.
7.
Jayaraj SS. Occupational stress among teachers of Madurai District
Tamil Nadu. Journal of Business and Management 2013 JanFeb;(5):2278-487.
8.
Alan HS, Chan K. Work stress of teachers from primary and secondary
schools in Hong Kong. [serial online]. 2010 Mar;III. Available from:
URL: http://www.icng.org/publications/IMECS 2010/IMECS 201.
9.
Antoniou AS. Occupational stress and professional burnout in teachers
of primary and secondary education. The Role of Coping Strategies.
Psychology 2013;(4):3A:349-55.
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10.
Figen E. Occupational stress of teachers: A comparative study between
Turkey and Macedonia. International Journal of Humanities and Social
Science 2011 Jun;(I):7.
11.
Holeyannavar PG, Itagi SK. Stress and emotional competence of
primary school teachers. J Psychology 2012;3(i):29-38.
12.
Lanre OO. Prevalence of job stress among primary school teachers in
south–west, Nigeria. African Journal of Microbiology Research 2010
Mar;4(5):339-42.
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8.
Signature of the Candidate
9.
Remarks of the Guide
10.
Name and Designation of
(in block letters)
10.1
Guide
10.2
Signature
10.3
Co-guide (if any)
10.4
Signature
11.1
Head of the Department
11.2
Signature
12.2
Remarks of the Chairman and Principal
12.3
Signature
DR. (SR.) ALPHONSA ANCHERIL
PROFESSOR AND HOD
MENTAL HEALTH NURSING
ATHENA COLLEGE OF NURSING
FALNIR ROAD
MANGALORE.
DR. (SR.) ALPHONSA ANCHERIL
PROFESSOR AND HOD
MENTAL HEALTH NURSING
ATHENA COLLEGE OF NURSING
FALNIR ROAD
MANGALORE.
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