OCCUPATIONAL STRESS AND JOB-SATISFACTION AMONG

COLLEGE TEACHERS

Project Submitted to
Vishwakarma University

For the Award of Degree of

Master of Arts (M.A.) in Psychology

UNDER THE SUPERVISION OF

Asst. Prof. Kajree Korde

DEPARTMENT OF PSYCHOLOGY
VISHWAKARMA UNIVERSITY
PUNE

Through the By
Faculty of Humanities Arya Nath
and Social Sciences

DECEMBER, 2019
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DECLARATION

I declare that the following research work titled “Occupational stress and Job-satisfaction
among college teachers” is a genuine record of work carried out by me during the period
from September 2019 to November 2019 under the supervision of Asst. Prof. Kajree Korde. I
also declare that the following research is not a copy of any previous work and has not been
the basis for the award of any degree, diploma, fellowship or title to this or any other
institution of higher learning.

I further declare that the article, books, and other sources referred to, have been duly
acknowledged in this dissertation.

PUNE, 2019 ARYA NATH

ii
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CERTIFICATE

It is certified that the work incorporated in the dissertation ‘A study of occupational

stress and job-satisfaction among college teachers’, submitted by Arya Nath was carried out
by the candidate under my supervision. Such material as has been obtained from other
sources has been duly acknowledged in the dissertation.

KAJREE KORDE

Supervisor.

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ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for His showers of
blessings throughout my research work to complete the research successfully.

I would like to express my deep and sincere gratitude to my research supervisor,

Mrs. Kajree Korde, Assistant Professor of Vishwakarma University, Pune, for giving
me the opportunity to do research and providing invaluable guidance throughout this
research. Her dynamism, vision, sincerity and motivation have deeply inspired me.
She has taught me the methodology to carry out the research and to present the
research works as clearly as possible. It was a great privilege and honor to work and
study under her guidance. I am extremely grateful for what she has offered me. I
would also like to thank her for his friendship, empathy, and great sense of humor.

I am extremely grateful to my parents for their love, prayers, caring and sacrifices for
educating and preparing me for my future. I am very much thankful to my friends,
for their constant support to complete this research work. Also I express my thanks
to my sisters, brother, sister in law and brother in laws for their support and valuable
prayers.

ARYA NATH

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ABSTRACT

The aim of the present study was to check the correlation between the two variables and the
comparison between male and female teachers difference on occupational stress and job-
satisfaction. Through collecting the data of male and female teachers on occupational stress
and job-satisfaction along with the gender difference comparison (N=110) was collected in
the age group of40-50 years from Pune city. The tools used in this research were
Occupational Stress Index by Dr.A.K. Srivastava and Dr.A.P. Singh, Job Satisfaction Scale
by Dr. Amar Singh and Dr. T.R. Sharma(1986). The sample put through statistical analysis
comprised of a total of 110 respondents, out of which 55 were male teachers and 55 were
female teachers. Result suggested that there will be a negative correlation between
occupational stress and job-satisfaction, also that male teachers will be high on occupational
stress than female teachers and female teachers will be high on job-satisfaction than male
teachers (t-value p<0.01).

Keywords : Occupational stress, Job-satisfaction, Male teachers, Female teachers.

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v
TABLE OF CONTENTS

DECLARATION …………………………………………………………………….. ii

CERTIFICATE (FORM “A”) ………………………………………………………. iii

ACKNOWLEDGEMENT …………………………………………………………… iv

ABSTRACT …………………………………………………………………………... v

LIST OF TABLES ……………………………………………………………………. vi

CHAPTER 1 (INTRODUCTION) PAGE NO

1.1 OVERVIEW …………………………………………………………………… 10
1.2 CONCEPTS USED IN THE PRESENT STUDY …………………………… 11
1.3 RATIONALE ………………………………………………………………….. 15
1.4 SIGNIFICANCE OF THE PRESENT STUDY ……………………………... 16
1.5 STATEMENT OF THE PROBLEM ………………………………………… 17
1.6 OBJECTIVES …………………………………………………………………. 17
1.7 SUMMARY ……………………………………………………………………. 17

CHAPTER 2 (REVIEW OF LITERATURE)

2.1 INTRODUCTION ……………………………………………………………… 19

2.2 OCCUPATIONAL STRESS ………………………………………………….. 20

2.3 JOB-SATISFACTION …………………………………………………………. 22

2.4 HYPOTHESIS ………………………………………………………………….. 24

2.5 SUMMARY ……………………………………………………………………... 24

CHAPTER 3 (METHOD)

3.1 INTRODUCTION ……………………………………………………………… 26

3.2 OPERATIONAL DEFINITIONS OF VARIABLES USED IN THE PRESENT

STUDY ……………………………………………………………………………… 26
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vi

3.3 METHOD ………………………………………………………………………. 27

3.3.1 SAMPLE ……………………………………………………………………… 27

3.3.2 TOOLS ………………………………………………………………………... 27

3.4 PROCEDURE ………………………………………………………………….. 27

3.5 SUMMARY …………………………………………………………………….. 28

CHAPTER 4 (RESULTS AND DISCUSSION)

4.1 INTRODUCTION ……………………………………………………………… 30

4.2 RESULTS ……………………………………………………………………….. 30

4.3 DISCUSSION …………………………………………………………………… 33

4.4 SUMMARY ……………………………………………………………………… 34

CHAPTER 5 (SUMMARY, CONCLUSION AND SUGGESTIONS)

5.1 SUMMARY ……………………………………………………………………… 36

5.2 CONCLUSION ………………………………………………………………….. 36

5.3 LIMITATIONS OF THE STUDY ……………………………………………… 37

5.4 SUGGESTION FOR FUTURE STUDIES ……………………………………... 37

REFERENCES ………………………………………………………………………. 38

APPENDIX …………………………………………………………………………… 41
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vii

LIST OF TABLES

SR.NO TITLE PG.NO

Mean and SD of occupational stress

and job-satisfaction
1 30

Correlation of occupational stress

and job-satisfaction
2 31

t-score and df for male and female

teachers on occupational stress and
3 32
job-satisfaction
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viii

CHAPTER 1

INTRODUCTION

1.1 OVERVIEW
1.2 CONCEPTS USED IN PRESENT STUDY
1.3 RATIONALE
1.4 SIGNIFICANCE OF THE STUDY
1.5 OBJECTIVE OF THE STUDY
1.6 SUMMARY
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INTRODUCTION

In this chapter the discussion will be about the overview, basic concepts of the study, the
reason behind the study, the significance of the study, objectives of the present study and
statement of the problem.

1.1 OVERVIEW

Stress is your body’s response to changes in your life. Because life involves
constant change, there is no avoiding stress. According to etymology Dictionary, the term
“stress” is borrowed from the discipline of physics. Stress actually means pressure. The stress
was derived from the Latin word ‘Stringere’ which means to draw tight. It is a universal
phenomenon that results in excessive, intense and distressing experience. As a positive
influence, stress will compel a person into action; it may end up in new awareness and
exciting perspective. Whereas as a negative influence, it may end up in feeling, of distrust,
rejection, anger and depression. The body react to those changes with headaches, dyspepsia,
elevated vital sign, chest pain and issues in sleeping. This study will give the insight on the
research where we can find the different reasons for stress, work pressure etc. This study is to
be conducted on college faculties from private colleges in Pune. This study is designed to
assess the occupational stress and job satisfaction among the college teachers. Occupational
stress is highly linked with the job satisfaction and they both occupies as a necessary
condition for a healthy growth of teacher’s personality. The variables which cause stress in a
person are known as stressors. It is the expertise by an educator of unpleasant emotions like
tension, frustration, anger and depression ensuing from aspects of their work as an educator.
Teacher may experience stress in dealing with large classes, students from disadvantaged or
multi-cultural backgrounds or heavy workloads.
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1.2 MAIN CONCEPTS USED IN THE STUDY

In this section we will see the main concepts which are used in the present study.

1.2.1 OCCUPATIONAL STRESS

Occupational stress, is stress involving work. Kahn et al (1964) conducted a series of studies
supported Institute of Social analysis (ISR) and located role conflict and role ambiguity
square measure supply of job stress. Occupational stress, will occur once there's a twin
between the stress of the environment/workplace Associate in Nursing an individual’s ability
to hold out and complete these demands.
A unremarkably accepted definition of stress is given by Lazarus Richard S. (1966). He says
"Stress may well be a condition or feeling knowledgeable, once an individual perceives that
the stress exceed the non-public and social resources the individual is ready to mobilize." In
short, it's what we tend to feel after we have lost management of events. Role stress is that the
stress intimate with by the persons owing to their role (job) within the organization. Role
stress, results from issues encountered in role performance. Role ambiguity and role conflict
are known as a serious supply of stress and job tension. Things that make one feel stressed
are called stressors. Typical causes of stressful working conditions may be cited as increased
workloads, downsizing, overtime, shift-work, hostile work environments, etc. Job stress so is
also outlined because the harmful physical and emotional responses that occur once the
necessities of the task don't match the capabilities, resources, or needs of the worker.
Stress is outlined in terms of its physical and physiological effects on an individual, and
might be a mental, physical or emotional strain. It also can be a tension or a scenario or issue
which will cause stress. "Occupational stress will occur once there's a discrepancy between
the stress of the environment/workplace Associate in Nursing an individual’s ability to hold
out and complete these demands", NIOSH (1999) and Henry & Evans (2008). Colligan et.al.
(2006), explain that often a stressor leads the body to have a physiological reaction. It strains
a person physically as well as mentally. A variety of things contribute to figure stress viz.,
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negative work, isolation, lack of autonomy, intensive hours worked, harmful work
environments, robust relationships among co-workers and management, management
bullying, harassment and lack of opportunities or motivation to advancement in one’s skill
level.

Causes of stress :

Stress is a psychological and physiological reaction to events or occasions that upset our
personal balance. There are many potential causes of stress. It may be connected to external
factors such as the condition of the world environment, in which one live and work. It might
have originated from one’s own irresponsible behaviour, negative attitude and emotions and
unrealistic desires. The causes of stress are highly individual. It depends upon general point
of view, problem solving ability and social support system. Many different things cause
stress, identifying the main causes of stress is the initial step to deal with it. Some of the
causes of stress are as follows:
Threat: a perceived threat will lead an individual to feel stressed. This can incorporate with
physical threats, social threats and financial threats. Any of the mentioned threats are likely to
result in stress.
Fear: A threat can lead to fear, which again leads to stress. Fear results in imaginary
outcomes and it is one of the main causes of stress.
Uncertainty: if an individual is uncertain, unable to predict things, therefore he will feel out
of control that will lead to feeling of fear or threatened which again result in stress.
Cognitive Dissonance: when there is a huge gap between what one does and what one
thinks, there is cognitive dissonance and causes stress. Dissonance occurs when an individual
is unable to fulfil commitments and being seen as dishonest and incapable.
Life causes: There square measure various reasons of stress in life like death, ill health,
victim of crime, self-abuse, family modification, sexual intercourse, moving to new location,
monetary crises, environmental problems. Frustrations: These are obstacles that prevent an
individual to achieve personal goals and needs. The feeling of being a failure result in
frustrations and frustrations leads to stress.
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Pressure: Stress can come from the expectations of others. For example pressure from
parents to get good grades. When an individual has the fear of not fulfilling the expectations
of others that may hurt them. This fear results in stress.
Fatigue and overwork: this kind of result builds up over a long period of time. It can be
caused by working too much and for long time either at job or home. This can also be result
of bad time management at work and home. In our first paced society stress is very common.
Now in a day all the people of world are suffering stress in job/work it may be job in work
place or outside work place. Stress is unavoidable characteristic of life and work .In modern
world stress has become pervading feature if people‘s life despite tremendous advancements
in sciences and technology. Selye (1956) defined stress as “non-specific responses of the
body to any demand made upon it stress at work resulting from creasing complexities if work
and its divergent demand, has become a prominent feature of the modern organizations.
Occupational stress can be defined as the “harmful physical and emotional responses that
occur when the requirements if the job do not match the capabilities, resources or need of the
worker” (Sauter and Muphy.1999). Performance is defined as the outcomes and
accomplishments valued by the organization or system that one works in. Each individual is
exposed to a range of stressors both at work and in their personal lives which ultimately
affect his or her performance. Pressure at work can be positive leading to increased
productivity. However, when this pressure becomes excessive it has a negative impact. The
individual perceive themselves as being to cope and not to possess the necessary skills to
combat their stress. Stress is acknowledged to one of the main causes of absence from work
(mead 2000). The occupational stressors can be categorized into four major groups. Firstly,
the working conditions, including and week-end work, inadequate remuneration, hours of
work, discrimination and safety at the work environment. Secondly, relationships at work
including quality of relationships with peers, subordinates. Thirdly, role conflict and
ambiguity including ill-defined role, functions, expectations and duties fourthly, organization
structure and climate which includes communication policy and practice, major changes in
the workplace, culture of the organization, and lack of participation in decision –making
another cause is career development including underutilization of skills or failing to reach full
potential. Another contributing factor is the nature of the job which might amount to an
immense amount of physical and emotional exhaustion (Parikh & Taukari, 2004) Thus,
nobody people are free from stress in the world. But in the case stress at job place is a crucial
matter in present world. The nature of work has gone through drastic changes the last century
and it is still changing at whirlwind speed. They have touched almost all professions. job
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stress may be caused by a complex set of reasons ; some of the most visible causes of work
place stress are job insecurity, high demand for performance, technological changing and job
place culture, personal and family. The main objective of this research is to investigate to
some factors affecting the job stress of the respective employees.

1.2.2 JOB-SATISFACTION

Job satisfaction is that the extent to that one feels smart concerning the duty. It is in regard to
one’s feelings or state of mind regarding to the nature of their work. In alternative words, job
satisfaction implies doing a job one enjoys, doing it well, enthusiasm and happiness with
one's work. Everyone define job satisfaction as fulfilment of one’s expectation. It differs from
person to person and establishment to establishment and even within the context of male and
feminine. In easy term once somebody is happy along with his job that's job satisfaction. Job
satisfaction as an agreeable positive feeling state, resulting from the appraisal of one’s job or
job experiences. It results from the perception that one’s job fulfils or permits the fulfilment
of one’s necessary job values, providing and to the degree that these values are congruent
with one’s desires (Locke, 1976).Therefore, job satisfaction is such phenomenon which
comes not only from the job, but also from one’s personal, social, academic, administrative
and economical condition. Job satisfaction of teacher refers to a group of positive or negative
feelings that a private holds toward his or her job. It is the quantity of delight or happiness
related to employment. Job satisfaction is one among the foremost well-liked and wide
researched topics within the field of structure scientific discipline (Spector, 1997). People are
interested to work in the institutions where they feel satisfied. Job discontentedness results in
reduced level of performance (Bretz & Thomas, 1992). Quality in teaching and learning can
only enhance if school teachers. Katoch (2012) found that salaries, physical the school
members area unit happy (Chen et. al., 2006), and surroundings, job security, desired
profession, job matching the efficiency and condition of an educational institution with
academic qualification, vacations and fringe benefits depends upon the job satisfaction of
teachers (Wood, etc. affect the duty satisfaction among the faculty academics. 1976). When
academics area unit happy with their job they'll Deshwal (2011) unconcealed that almost all
of the engineering perform their responsibilities with a lot of concentration and school
 15

members are happy with work variety, devotion. The importance of upper education for the
creativeness, compensation, responsibility, job security, development of the society can
hardly be over-emphasised. achievement and students' interactions. Shetty & Guajarati The
teachers' role within the establishments of upper learning is (2012) ascertained that college
members are somewhat extraordinarily necessary for guiding the scholars in right satisfied
with teaching climate and that they haven't been abundant direction. Thus, the degree of
satisfaction of academics happy with participation in deciding and freedom towards their job
can't be undermined rather over the years to settle on subjects to be schooled. Trabue (1993)
recommended that it's become one among the necessary areas of analysis.

1.3 RATIONALE

The teacher is an employee of an institution where the future of the nation is being shaped.
Acc. to Pandit Jawaharlal Nehru, “The future of nation is being shaped in her class-room.”
Stress is a universal human experience. Both pleasant and unpleasant experiences can have
stressful components with specific reference to teachers, and within general concept of
occupational stress. It has been reported that job-related stress is a common phenomenon
among many teachers. The impact of this stress can prevent productive teaching and learning
as well as affect the physical and emotional well- being of the individual teacher (1985).This
study is an attempt to find out the factors responsible for stress among teachers. Studies have
shown that teachers tend to have high level of stress compared to other occupations (Hillman,
2015). Many researchers also concurred that teachers are good at multitasking - they are able
to perform multiple duties in their career (Houston et al., 2006). The issue of high stress level
among the teachers and their diverse roles at a workplace has brought the attention to
investigate the level of PWB among English teachers at public university and its effects on
their job satisfaction. Studies confirm that a high level of psychological well-being is
positively related to work satisfaction, competence, passion and commitment (Vallerand,
2012). Teacher’s well-being and academic optimism are often symmetrically weighted to
gauge quality teaching performance. However, et al’s study (2007) epitomizes that when
teachers do not experience a sense of well-being in their work, they may feel inadequate on
competence which may translate into the quality of their job performance. Results show
gender differences in psychological well-being between males and females. In sum, males
generally demonstrated higher level of psychological well-being than females. Zangmo
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(2005) corroborates these findings in his study of psychological well-being of people in

Bhutan where analyses revealed that men were more satisfied than women in the different
measures of psychological domains. He posits that these findings reflect women’s present life
conditions to be dramatically different from what they were just a few decades ago. Working
women embrace multiple roles in life. The dual responsibility at home and work amplify the
pressure and stress experienced by women and these factors may greatly impinge on their
well-being. The general concept of well-being refers to happiness. Diener (1984) categorized
happiness into Hedonism and Eudemonism. The Hedonic concept refers to one’s life
satisfaction and elimination of negative affect (Diener, 1984; Lyubomirksy & Lepper, 1999)
whereas Eudemonism emphasizes more on self-satisfaction and achievement as the ultimate
point in a person’s life (Diener, 1984; Fave et al, 2011). The concept of PWB is described as
an essential element in people’s mental health. According to 2011 World Health Organization
(WHO) report, mental health is referred as “a state of well-being in which every individual
realizes his or her own potential, can cope with the normal stresses of life, can work
productively and fruitfully and is able to make a contribution to his or her community”.

1.4 SIGNIFICANCE OF THE PRESENT STUDY

This study investigates the relationship between occupational stress and job satisfaction. The
determinants of occupational stress that have been examined in some studies include
relationships with others, workload pressure, role ambiguity and performance pressure.
According to recent studies, occupational stress accounts for 50–60% of all lost working
days. Work-related stress is taken into account to be harmful once physical and emotional
responses occur once there's a match between job needs and therefore the workers'
capabilities, resources, or needs. Most researchers agree that geographical point factors will
cause work-related stress. These factors are divided into physical and psychosocial hazards.
Exposure to physical hazards in the workplace can be associated with anxiety that, in turn,
drives experiencing work-related stress. This study is needed to search causes and reasons of
stress and to know ,what lead them in a stressful situation. So that, with the help of this study,
fruitful and effective programs, workshops could be done on the basis of their psychological
and physiological base and values.
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1.5 STATEMENT OF THE PROBLEM

The statement of the problem of this research is “A study of occupational stress and job
satisfaction among college teachers in Pune”. The aim of the research is to find the
relationship between occupational stress and job satisfaction of college teachers and to find
the significant relationship between gender differences.

1.6 OBJECTIVE OF THE STUDY

The objective of the present study are as follows -

1. To study the relationship between occupational stress and job satisfaction among
college teachers.
2. To study the gender differences in occupational stress and job-satisfaction among
college teachers.

1.7 SUMMARY
Chapter one has been discussed and briefly explained under the headings of concept of the
present study, significance of the study, statement of problem and its objectives.
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CHAPTER 2

REVIEW OF LITERATURE

2.1 INTRODUCTION

2.2 OCCUPATIONAL STRESS

2.3 JOB-SATISFACTION

2.4 HYPOTHESIS

2.5 SUMMARY
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REVIEW OF LITERATURE

2.1 INTRODUCTION

This chapter highlights towards the various theoretical concept associated to the mentioned
research, the background of the study, previous work and recent researches done on this
topic.

2.2 OCCUPATIONAL STRESS

Laughlin, (1984) the younger group of teachers (aged less than 26 years) reported greater
stress than older colleagues, while teachers aged between 26 and 30 years reported higher
stress from professional recognition wants than their younger and older colleagues. In the
same study the oldest group of teachers (aged over 40 years) reported higher level of stress
than their younger colleagues.
Richard et. al. (1989) additionally found gender variations, but they found that “women in
higher activity ranks expertise additional strain than men after they controlled for age, stress,
and coping”.
Tarakan (1992) studied on activity stress and job satisfaction among operating ladies. He
ascertained that skilled ladies tough larger work connected stress than non-professional
ladies.
Sharron SK Leung (1995) has undergone activity stress, psychological state standing and
stress management behaviours among Gymnasium academics in metropolis. This study
aimed to look at activity stress and psychological state among Gymnasium academics in
metropolis, and to spot the variations between those actively engaged in stress management
behaviours and people UN agency weren't. Secondary academics in metropolis have high
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activity stress however poor stress brick resources. Cognitive-behavioural programs to boost
teachers’ stress management resources area unit suggested.
Ansari Associate in Nursing Singh (1997) created a trial to explore the contribution of
demographic variables to the character of stress tough by the academics in an agriculture
university. The study comprised sample of 235 college members (23 professors, seventy-four
associate and 138assistant professors). The professors were either in moderate or in high
stress classes as compared to associate and assistant professors.

Upadhyay and Singh (1999) compared the activity stress level tough by the twenty school
academics and twenty executives. The academics showed vital higher levels of stress than
executives on intrinsic impoverishment and standing factors. They tough stress as a result of
their personal needs and robust need for higher and prosperous career were felt to be blocked
by others.
(Lambert et al., 2002; lutecium et al., 2008; Calvo-Salguero et al., 2010; bird genus et
al., 2012). Work-family conflict has become a difficulty of explicit concern among staff and
therefore the negative consequences of this conflict for employee’s job satisfaction. There are
researches into the link between work-family conflict and job satisfaction. Most studies have
found a negative relationship between activity stress and job satisfaction
According to some studies (Johnson et al., 2005), staff with low activity stress have
additional job satisfaction than staff with high activity stress. The results of some studies
showed that there's a robust negative relationship between activity stress and job satisfaction.
De Nobile and McCormick (2007) reported males to own larger activity stress than their
feminine colleagues; these findings area unit substantiated with the results from the study by
Kelly (1993), man of the cloth (1995), Mordad (2005), Olaitan, Override, Oyeyemi &
Kayode (2010) and Singh (2012). Contrary to the present, feminine lecturers additionally
indicated the next level of stress compared to their male counterparts in many studies
(Ravichandran &Rajendran, 2007; Gandhi & Sharda, 2013; Jan, leader & Ahmad,
2013).
(Mondal, Shrestha, & Bhaila, 2011; I. M. Pei & Guoli, 2007)Various analysis findings have
shown the existence of serious relationships between activity stress of male and feminine
lecturers, wherever male lecturers reported additional psychological and physical stress than
the feminine lecturers.
Nayak, Sawkar, Bhat, Yenagi & Hasalkar (2009) found that seventy.5% of them had low
stress,23.5% fell beneath the class of terribly low stress and vi.0% comprised the moderate
 21

stress class. Jeyaraj (2013) surveyed higher Gymnasium lecturers and located that a majority
of62.30% had a medium level of stress, 2 hundredth had an occasional stress level and
therefore the remaining seventeen.70% had a high stress level.
Klassen et.al., (2010) studied on lecturers’ collective effectiveness (TCE), job stress, cultural
dimension (Collectivism) and job satisfaction on five hundred lecturers from North American
country, peninsula and therefore the u. s. Multi cluster path analysis discovered that ethene
foreseen job satisfaction across settings. Job stress was negatively associated with job
satisfaction for North yankee lecturers.

(Dhrub Kumar and JM Deo, 2011) explored the various aspects of labor lifetime of faculty
lecturers normally and to seek out out distinction in perception of male and feminine likewise
as junior and senior lecturers with relation to their responses specifically. Findings discovered
that college lecturers full-fledged considerably additional stress on most of the size of
stress compared to senior lecturers. However, feminine lecturers full-fledged additional roles
overload and inter-role distance stress as compared to their male counterparts.
(Pal 2011) in his study on job satisfaction and activity stress among Gymnasium lecturers
found male lecturers to be additional stressed and fewer happy with their jobs as compared to
their feminine counterparts.
Necsoi,V.D (2011) known the link between stress and job satisfaction among seventy
University lecturers of Romanian lecturers. Burns Anxiety Inventory, Burns Depression
Inventory and Warr Job satisfaction scale by Travers and Cooper were used and therefore the
result indicated that there was a correlation between stress and job satisfaction.
Bhatti et.al. (2011) investigated the link between job stress and job satisfaction among four
hundred university lecturers in Asian nation. Management role, relationship with others, work
pressure, schoolwork interface, role ambiguity and performance pressure was examined as
determinants of job stress and therefore the result discovered that there was vital|a big|a
major} relationship between four of the constructs tested and there's significant negative
relationship between activity stress and job satisfaction.
Nagra & Arora (2013) conducted the analysis on activity stress and health among teacher
educators. They strived to seek out out the extent of activity stress and its relationship to
health among the teacher educators in respect to their gender and legal status. The results of
their study discovered that teacher educators full-fledged moderate level of activity stress
variations were indicated relating to activity stress among teacher educators in respect to
gender and legal status.
 22

Sindhu (2014) conducted associate research entitled “a study on stressors among faculty
lecturers.” They analysed numerous stressors among faculty lecturers by victimization
numerous analysis tools. On the idea of the findings of the study the scientist has clearly
complete that the faculty lecturers area unit stricken by stress specially work stress and
additionally counseled that they have to adapt some brick methods for overcoming the strain.

Malek, Fakhruddin associated Kamil led an investigation on the sources of activity stress and
their impact on job satisfaction. They found a major negative relationship between the
sources of activity stress and job satisfaction.
Research suggests that gender is also a very important demographic characteristic to be
thought of within the expertise of stress (Jick & Mitz, 1985). Mondal et al. (2011) found a
major distinction between male and feminine lecturers, with male lecturers having additional
psychological stress and physical stress than the feminine lecturers. Also, male lecturers were
reported to be additional insecure and stressed money considerations, whereas females
expressed considerations regarding intrinsic sides of their jobs (Rosenblatt et al., 1999).
Moreover, males were discovered to own higher stress and anxiety than the females (Cheng,
K.-L., Kelly, 1993).

2.3 JOB SATISFACTION

Herzberg et al. (1957) Of twenty one studies reviewed half dozen of the studies found girls to
be additional glad than men; three of them showed girls were less glad than men; and five of
them showed no distinction between men and girls. Gerhard Herzberg and associates all over
that the studies examination men and girls in job satisfaction failed to result in any easy
conclusions concerning such variations.
Hulin and Smith (1976), from a sample of 295 male and I63 feminine employees drawn from
four completely different plants, found that males were additional glad than feminine
counterparts. Kuhlen (1976) reportable males and females need completely different
satisfactions from their job.
Sprague (1974) found no distinction between job satisfaction and sex in his study of university
college members.
Petput (1971) additionally disclosed in his study cited earlier that Thai feminine university
personnel cared-for be additional glad than their male counterparts. However, this wasn't the
 23

case for college lecturers in Asian nation|Krung Thep|national capital|port} and North jap
Region of Thailand within which a study showed no distinction between sex and level of job
satisfaction (Chatatrakul, 1972).
(Hinshaw, 1993)There may be a robust negative relation between employees- activity stress
and job satisfaction thanks to growing activity stress ends up in increasing turnover and causes
additional and additional workers to depart the their profession.
Klecker (1997) additionally indicated that females were additional glad than males.
MacMillan (1999) surveyed grade school lecturers and located that feminine lecturers were
additional glad with their skilled role as a coach compared to their male counterparts.
Ahmed, Raheem , and Jamal(2003) conducted a study on job satisfaction of 236 lecturers in
lyceum. it had been discovered that the feminine lecturers square measure extremely glad in
comparison to the male lecturers.
(Akin & Kocak, 2007; Erjem, 2005; Gunbayi and Toparak, 2010;Karakus, 2008; Weiqi, 2007;
Yilmaz, 2012). a number of the previous studies expressed that teachers’ job satisfaction levels
weren't terribly high On the opposite hand, alternative studies have shown that gender variations
have emerged as a very important think about job satisfaction, terminal that males were
additional glad than females.
Bakshi, A., Sharma, S., Kumar, K., & Sharma, A. (2008) did the study on job satisfaction as
predictor of life satisfaction a study on college members in government and personal schools in
Jammu did study at University of Jammu and that they have found that there's a major
completely different in job happiness of personal school college members and government
school college members. personal school college members have lower job happiness then
government school college members. They found that there's not any vital inequality in life
satisfaction innumerable personal school college members and government school college
members. They found that in overall sample of the study a positive vital correlation between life
satisfaction and job happiness.
M I Rehman (2008) The study on Job Satisfaction among Public and personal school lecturers
of Dacca City: A Comparative Analysis it's been found that lecturers square measure terribly
perceptive on payment and lecturers square measure discontented on chance of analysis work
and truthful promotion procedures publicly and personal schools.
(Lambert, Hogan, Elechi, Jiang, Laux, Dupuy & Morris, 2009; Sweeney & Quirin,2009) the
outcomes of few studies show a powerful however negative relationship between the 2
variables.
 24

Malik (2010) studies advised that level of job satisfaction among the male was abundant lesser
as compared to feminine college, he any declared that employment itself and advancement were
extremely correlative with job satisfaction. analysis studies have wide mentioned concerning the
connection between activity stress, job satisfaction and well-being of lecturers.
(Suki, 2011) A study conducted on impacts of gender on structure commitment and job
satisfaction found that there's no significance effect on perception of job satisfaction among
male and feminine lecturers.
Iqbal and Akhtar (2012) conducted their study to check the amount of satisfaction between male
and feminine lecturers within the public college secondary lecturers used in Pakistan and
metropolis district. T check will be wont to compare the satisfaction. The result showed that
feminine lecturers square measure glad in comparison to the male lecturers.

2.5 HYPOTHESIS

1. There will be negative correlation between occupation stress and job satisfaction
among college teachers.
2. Male teachers will score higher on occupational stress as compared female teachers.
3. Female teachers will score higher on job – satisfaction as compared to male teachers.

2.6 SUMMARY

In this chapter the review of literature was briefly explained with different variables and it
also included hypothesis of the present study.
 25

CHAPTER 3

METHOD

3.1 OVERVIEW

3.2 OPERATIONAL DEFINITIONS OF VARIABLES IN THE PRESENT

STUDY

3.3 METHOD

3.4 PROCEDURE

3.5 SUMMARY
 26

METHOD

3.1 OVERVIEW

This section explains definition of variables, sample, tools and procedure of the present study.

3.2 OPERATIONAL DEFINITIONS OF VARIABLES IN THE PRESENT

STUDY

3.2.1 OCCUPATIONAL STRESS

Occupational stress is stress related to one's job. Occupational stress often stems from

unexpected responsibilities and pressures that do not align with a person's knowledge, skills,
or expectations, inhibiting one's ability to cope. Occupational stress can increase when
workers do not feel supported by supervisors or colleagues, or feel as if they have little
control over work processes. Occupational stress consists of the harmful physical and
psychological consequences to individuals that result when an imbalance exists between
demands of the work environment and individual needs, abilities, and resources.

3.2.2 JOB-SATISFACTION
 27

Job satisfaction or employee satisfaction is a measure of workers' contentedness with their

job, whether or not they like the job or individual aspects or facets of jobs, such as nature of
work or supervision. Job satisfaction can be measured in cognitive (evaluative), affective (or
measures vary in the extent to which they measure feelings about the job (affective job
satisfaction). or cognitions about the job (cognitive job satisfaction). People with high job
satisfaction experience a pleasurable or positive emotional state when they think about their
job or job experiences. In simple terms, they like their jobs. Since early studies in the 1930s,
job satisfaction has become one of the most widely investigated concept.

3.3 METHOD

3.3.1 SAMPLE

The sample will consist of randomly selected 110 college teachers of 30-60 years, in which
the samples will be of two group of males and females. The research will show the
correlation between the variables and the effect on teachers.

The research will be conducted in Pune, Maharashtra.

3.3.2 TOOLS

The Occupational Stress Index : It was developed by Dr. A.K. Srivastava and Dr. A.P.
Singh from Banaras Hindu University, Varanasi which consists of 46 items with five pointers
response scale.

Reliability :The reliability of the test is reported 0.78 to 0.86 in the test manual.
Validity :The validity of Occupational stress index was determined by computing co-
efficient of correlation between scales of OSI.

Job-satisfaction scale by Dr. Amar Singh & Dr. T.R. Sharma (1986) consisting of 30 items
which is related to their job and response scale has 5 alternatives which they have to encircle
accordingly.
 28

Reliability :The test retest reliability of the scale works out to be 0.978.

Validity :The scale compares favourably with Muthayya’s job satisfaction questionnaire
giving a validity coefficient of 0.743.

3.4 PROCEDURE
A sample of 110 was collected. The participants were from Pune city between the age group
of 40-50 years. The research was in the form of close-ended questionnaire which was
developed for the purpose of collecting data for the study. Snowball technique was used to
collect the data of teachers. At first the permission was taken from all the department
faculties to conduct the test and then they were instructed about the research and that their
information provided and answers will be kept confidential as it will only be used for
research purpose. The sample was divided into two groups, one group for female faculties
and other group for male faculties with two forms each. All the doubts were clarified to all
the faculties. Once the data collection was done, the scoring was done according to the test
manual for each scale. After the data collection process the statistical analysis was done to
conclude the hypothesis, study discussion and results interpretation was done further.

3.5 SUMMARY
This chapter discussed about the operational definition of variables in the present study, the
sample, method, tools and procedure of the study.
 29

CHAPTER 4

RESULTS AND DISCUSSION

4.1 INTRODUCTION

4.2 RESULTS

4.2.1 DESCRIPTIVE STATISTICS

4.2.2 INFERENTIAL STATISTICS

4.3 DISCUSSION

4.4 SUMMARY
 30

RESULT AND DISCUSSION

4.1 INTRODUCTION
The data collected was based on statistical analysis. In this chapter interpretation and
discussion of the results of the data analysis will be discussed in detail.

4.2 RESULTS

The sample used to do the statistical analysis consisted of 110 respondents in which 55 were
female teachers and 55 were male teachers. The results of the descriptive statistics and
inferential statistics is shown below in table 1.

4.2.1 DESCRIPTIVE STATISTICS

TABLE 1 : Mean and SD for male and female teachers (N=110) for occupational stress
and job-satisfaction.

VARIABLES GROUP MEAN SD

Male 124.73 1.902

Occupational Stress

Female 110.53 1.817

 31

Male 68.96 .829

Job-satisfaction

Female 77.18 .701

The above table shows the mean and SD values of occupational stress and job-satisfaction for
a group of 55 male teachers and 55 female teachers.

4.2.2 INFERENTIAL STATISTICS

VARIABLES Occupational stress

Job satisfaction
(correlation) (correlation)

Occupational stress -.447**

-.447**
Job – satisfaction

TABLE 1 : Correlation for male and female teacher (N = 110) for Occupational stress
and Job satisfaction.

Key : **Correlation is significant at 0.01 level

The correlation is also found for occupational stress and job-satisfaction i.e., correlation
between the two variables is significant at the 0.01 level.
 32

TABLE 2 : Below will be the table for t-test summary of Occupational stress and Job-
satisfaction(N=110)

Independent Samples Test :

Variables Male Female T df

Mean SD Mean SD

124.7 1.902 110.5 1.817 7.570**

Occupational 108
3 3
stress

Job-satisfaction 68.96 .829 77.18 .701 5.40** 108

Key : *t-value is significant at 0.01 level.

The above table shows the t-value, which shows a significant difference between the 2 groups
on occupational stress and job-satisfaction. (p<0.01)

After collecting the data on occupational stress and job-satisfaction of 55 male teachers and
55 female teachers the independent samples test was administered which is shown in the
above table 2.
 33

Occupational stress, t-value was 7.570** which is significant. The mean of male teachers was
higher than female teachers, indicating that male teachers were higher on occupational stress
than female teachers.

Job-satisfaction, t-value was 5.40** which is significant. The mean of male teachers was
lower than female teachers, indicating that the male teachers were lower on job-satisfaction
than female teachers.

4.3 DISCUSSION

The first hypothesis stated that there will be negative correlation between occupational stress
and job-satisfaction. The hypothesis was accepted in the present study. The result showed
that there is a negative correlation between both the variables, and this result was statistically
important at the zero.01 level (Mean : Male (occupational stress – 124.73) (job satisfaction –
sixty eight.96), (Mean : feminine (occupational stress – one hundred ten.53) (job satisfaction
– seventy seven.18). This result's per the study wherever they found that the link between job
stress and job satisfaction among four hundred university academics in Pakistan.
Management role, relationship with others, work pressure, schoolwork interface, role
ambiguity and performance pressure was examined as determinants of job stress and also the
result disclosed that there was relationship between four of the constructs tested and there's
significant negative relationship between activity stress and job satisfaction Bhatti et.al.
(2011). (Lambert, Hogan, Elechi, Jiang, Laux, Dupuy & Morris, 2009; Sweeney &
Quirin,2009) the outcomes of few studies show a robust however negative relationship
between the 2 variables. Results showed that there was correlation between activity stress and
job-satisfaction. The findings of the current study support the hypothesis one. Researchers
conjointly say that the work connected health issues area unit usually caused by activity stress
and regarded united of 10 leading health issues. Stress disorders have negatively affected the
trade, inflicting loss over US$ one hundred fifty billion as a result of shrivelled productivity,
absence and incapability. activity stress is one amongst the mostly mentioned areas by
numerous educationists, researchers, psychiatrists, physicians and management gurus. they
need highlighted totally different sources and symptoms of stress baby-faced by numerous
professionals. lexicon provides definitions of activity stress as "any stimulant that disturbs or
 34

interferes with the traditional physiological equilibrium of Associate in Nursing organism"

(Duke, 1990). mythical monster (1990.)

The second hypothesis expressed that male academics can score higher on activity stress
compared to feminine academics. The hypothesis was accepted within the gift study. The
result showed that there's a distinction in activity stress of male academics and feminine
academics. This result's per the study wherever they found that according males to possess
bigger activity stress than their feminine colleagues; these findings area unit supported with
the results from the study by Kelly (1993), man of the cloth (1995), Mokdad (2005), Olaitan,
Oyerinde, Obiyemi & Kayode (2010) and Singh (2012). Contrary to the current, feminine
academics conjointly indicated a better level of stress compared to their male counterparts in
many studies (Ravichandran &Rajendran, 2007; Gandhi & Sharda, 2013; Jan, leader &
Ahmad, 2013) Delaware Nobile and McCormick (2007). Table one shows the mean (average
score) of activity stress for 55-55 male and feminine academics. the common score of male
academics on activity stress was 124.73 and for feminine academics it had been one hundred
ten.53. the mean of activity stress on male academics were beyond that of feminine
academics. academics handle a good form of stress causes on a routine. variety of stress
causes for academics, as well as high job demands, pupil wrongful conduct, poor operating
conditions, poor relationships at work, role conflict, role ambiguity, lack of autonomy, poor
college attribute and lack of biological process opportunities. A recent study investigated
parts of stress causes and stress responses that area unit notably relevant for academics. The
study highlighted vital stress causes parts like high psychological task demands, negative
social aspects, negative organisational aspects, lack of biological process opportunities and
negative pupil aspects. vital parts of stress responses embody tension, discontent and negative
emotions (Harmsen et al., 2016).

The third hypothesis expressed that feminine academics can score higher on job-satisfaction
as compared to male academics. The hypothesis was accepted within the gift study. The
result showed that's a distinction in job-satisfaction in male and feminine academics. This
result's per the study wherever they found that Petput (1971) conjointly disclosed in his study
cited earlier that Thai feminine university personnel cared-for be additional glad than their
male counterparts. conjointly MacMillan (1999) surveyed grade school academics and
located that feminine academics were additional glad with their skilled role as a coach
 35

compared to their male counterparts. To conclude Ahmed, Raheem, and Jamal(2003)

conducted a study on job satisfaction of 236 academics in lycee. it had been discovered that
the feminine academics area unit extremely glad when put next to the male academics.
academics aged higher than forty years and higher than area unit probably to feel lesser glad
with their job as they're experienced than the beginner academics and that they apprehend the
system works.

4.4 SUMMARY

The current chapter illustrated the results of the present study, along with the interpretation
and discussion of the findings.

CHAPTER 5

SUMMARY, CONCLUSION, SUGGESTION

5.1 SUMMARY

5.2 CONCLUSION

5.3 LIMITATIONS OF THE STUDY

5.4 SUGGESTIONS FOR FUTURE RESEARCH

 36

SUMMARY, CONCLUSION AND SUGGESTIONS

5.1 SUMMARY

The present study was conducted to check whether there is a correlation between
occupational stress and job-satisfaction and to check the comparison between male and
female teacher’s occupational stress and job-satisfaction. The research compiled a
questionnaire comprising of Occupational Stress Index by Dr.A.K.Srivastava and
Dr.A.P.Singh, Job-Satisfaction Scale by Dr.Amar Singh & Dr.T.R.Sharma(1986) for the
purpose of the study.

The questionnaire was administered on the sample of 110, out of which 55 were male
teachers and 55 were female teachers.

Based on the literature review, the hypothesis were formed :

H1: There will be negative correlation between occupation stress and job satisfaction among
college teachers.

H2: Male teachers will score higher on occupational stress as compared female teachers.

H3: Female teachers will score higher on job – satisfaction as compared to male teachers.
 37

A t-test was carried out between the two groups based on the two variables. It was found that
there is a negative correlation between occupational stress and job-satisfaction. For
remaining, it was found that male teachers have scored higher on occupational stress than
female teachers and female teachers are higher on job-satisfaction than male teachers.

5.2 CONCLUSION

The following conclusions can be drawn based upon the results obtained after collecting the
statistical analysis and after accepting the hypothesis :

o There is a negative correlation between occupational stress and job-satisfaction.

o Male teachers have scored higher on occupational stress than female teachers.
o Female teachers have scored higher on job-satisfaction than male teachers.

5.3 LIMITATIONS OF THE PRESENT STUDY

o The study is limited to the study of teaching faculties in Pune only.

o The universe being large, the study was conducted using snowball ––.
o Data collection was a difficult task. Many questionnaires were distributed but all were
not returned.
o Time duration to collect the data was less than 3 months.

5.4 SUGGESTIONS FOR FUTURE RESEARCH

o A similar type of study can be done on head of departments /principles in other

colleges.
o Inferential study on work stress and job satisfaction can be done on headmasters of all
types of schools and colleges.
o A study can be undertaken on other independent variables like role ambiguity, family
pressure and role conflict.
o Studies on job satisfaction can be undertaken where new tools can be standardized
and there is vast scope for validation.
 38

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APPENDIX

PERSONAL DETAILS

Please fill in the following information:-

 42

Name : ______________________________________

Qualification : _______________________________________

Profession : _____________________________

Age and gender : _________________________

Email Id ___________________________________

CONSENT FORM

I have had details of the study explained to me, any questions I had have been answered
to my satisfaction, and I understand that I may ask further questions at any time. I have
been given sufficient time to consider whether to participate in this study and I
understand participation is voluntary and that I may withdraw from the study at any time.
I have been assured that the information collected from this research will be kept
confidential and the responses will be used for research and analysis purpose only.

I agree to participate in this study under the conditions set out in the information sheet.

Declaration by Participant :

I, hereby consent to take part in this study.

Date : ______________