CHAPTER-V

FINDINGS AND CONCLUSIONS

The previous chapter included the analysis and interpretation of the
data in connection with the prediction of the stress on the basis of
personality needs and adjustment of B.T.C and Vishistha B.T.C. teachers
belonging to rural and urban areas of Primary school and Pre secondary
school. Now it becomes, therefore, necessary to summarise here the
conclusions resulting from this investigation. This chapter starts with the
answer to the hypothesis that were framed in connection with this
investigation.
This chapter, namely, findings and conclusion begins with
validation of hypothesis that were formulated regarding the investigation.
Validation of the hypotheses:
Hypothesis no. 1.1 states that " B.T.C and Vishistha B.T.C.
teachers do not differ significantly on their stress."
With regard to hypothesis no. 1.1 C.R. value is 0.577, it is
insignificant. It shows that B.T.C and Vishistha B.T.C. teacher do not
differ on their stress.
Thus the hypothesis no. 1.1 is accepted.
Hypothesis no. 1.2 states that " B.T.C and Vishistha B.T.C.
teachers of Primary schools do not differ significantly on their stress."
With regard to hypothesis no. 1.2 C.R. value is 4.446, it is
significant at .01 level. It shows that Primary school B.T.C and Vishistha
B.T.C. teachers differ significantly on their stress. It can also be inferred
that there are 99% chances of occurring the same result if it is repeated
hundred times.

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 Thus the hypothesis no. 1.2 is rejected.
Hypothesis no. 1.3 states that " B.T.C and Vishistha B.T.C.
teachers of Pre secondary school do not differ significantly on their
stress."
With regard to hypothesis no. 1.3 C.R. value is 1.636, it is
insignificant. It shows that Pre secondary B.T.C and Vishistha B.T.C.
teachers do not differ significantly on their stress.
Thus the hypothesis no. 1.3 is accepted.
Hypothesis no. 1.4 states that "Highly adjusted B.T.C and
Vishistha B.T.C. teachers do not differ significantly on their stress."
With regard to hypothesis no. 1.4 C.R. value is 1.290, it is
insignificant. It shows that highly adjusted B.T.C and Vishistha B.T.C.
teachers do not differ significantly on their stress.
Thus the hypothesis no. 1.4 is accepted.
Hypothesis no. 1.5 states that "Poorly adjusted B.T.C and
Vishistha B.T.C. teachers do not differ significantly on their stress."
With regard to hypothesis no. 1.5 C.R. value is 0.885, it is
insignificant. It shows that poorly adjusted B.T.C and Vishistha B.T.C.
teachers do not differ significantly on their stress.
Thus the hypothesis no. 1.5 is accepted.
Hypothesis no. 1.6 states that " B.T.C and Vishistha B.T.C.
teachers with high degree of personality needs, do not differ significantly
on their stress."
With regard to hypothesis no. 1.6 C.R. value is 0.300, it is
insignificant. It shows that B.T.C and Vishistha B.T.C. teachers with high
scores on personality needs, do not differ significantly on their stress.

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 Thus the hypothesis no. 1.6 is accepted.
Hypothesis no. 1.7 states that " B.T.C and Vishistha B.T.C.
teachers with low degree of personality needs, do not differ significantly
on their stress."
With regard to hypothesis no. 1.7 C.R. value is 0.459, it is
insignificant. It shows that B.T.C and Vishistha B.T.C. teachers with low
scores on personality needs do not differ significantly on their stress.Thus
the hypothesis no. 1.7 is accepted.
Hypothesis no. 1.8 states that " B.T.C teachers working in rural
and urban Primary schools do not differ significantly on their stress."
With regard to hypothesis no. 1.8 C.R. value is 4.211, it is
significant at .01 level. It shows that Primary school urban and rural
B.T.C teachers differ significantly on their stress.
Thus the hypothesis no. 1.8 is rejected.
Hypothesis no. 1.9 states that " B.T.C teachers working in rural
and urban Pre secondary do not differ significantly on their stress."
With regard to hypothesis no. 1.9 C.R. value is 4.199, it is
significant at .01 level. It shows that Pre secondary urban and rural B.T.C
teachers differ significantly on their stress.
Thus the hypothesis no. 1.9 is rejected.
Hypothesis no. 1.10 states that "Significant difference does not
exist in Vishistha B.T.C. teachers working in rural and urban Primary
schools."
With regard to hypothesis no. 1.10 C.R. value is 1.913, it is
insignificant. It shows that Primary school urban and rural Vishistha
B.T.C. teachers do not differ significantly on their stress.

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 Thus the hypothesis no. 1.10 is accepted.
Hypothesis no. 1.11 states that "Significant difference does not
exist in Vishistha B.T.C. teachers working in rural and urban Pre
secondary schools."
With regard hypothesis no. 1.11 C.R. value is 0.241, it is
insignificant. It shows that Pre secondary urban and rural Vishistha
B.T.C. teachers do not differ significantly on their stress.
Thus the hypothesis no. 1.11 is accepted.
Hypothesis no. 1.12 states that "There is no significant relationship
between personality needs and stress among B.T.C. teachers at Primary
school level."
With regard to hypothesis 1.12 out of 10 personality needs six
namely need achievement, need autonomy, need abasement, need
nurturance, need endurance and need aggression are significantly
correlated with stress of the Primary school B.T.C. teachers. Remaining
showed insignificant relationship with stress. On this basis it can be said
that hypothesis no. 1.12 is rejected, and accepted for remaining
personality needs, namely need exhibition, need affiliation, need
succourance and need dominance.
Hypothesis no. 1.13 states that "There is no significant relationship
between personality needs and stress among B.T.C. teachers at Pre
secondary school level."
With regard to hypothesis 1.13 out of 10 personality needs four
namely need achievement, need autonomy, need affiliation, and need
abasement, are significantly correlated with stress of the Pre secondary
B.T.C. teachers. Remaining showed insignificant relationship with stress.

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On this basis it can be said that hypothesis no. 1.13 is rejected, and
accepted for remaining personality needs, namely need exhibition, need
succourance, need dominance, need nurturance, need endurance and need
aggression.
Hypothesis no. 1.14 states that "There is no significant relationship
between personality needs and stress among Vishistha B.T.C. teachers at
Primary school level."
With regard to hypothesis 1.14 out of 10 personality needs two
namely need nurturance and need endurance are significantly correlated
with stress of the Primary school Vishistha B.T.C. teachers. Remaining
showed insignificant relationship with stress. On this basis it can be said
that hypothesis no. 1.14 is rejected, and accepted for remaining
personality needs, namely need achievement, need exhibition, need
autonomy, need affiliation, need succourance, need dominance, need
abasement and need endurance.
Hypothesis no. 1.15 states that "There is no significant relationship
between personality needs and stress among Vishistha B.T.C. teachers at
Pre secondary school level."
With regard to hypothesis 1.15 out of 10 personality needs, two
namely need affiliation and need aggression are significantly correlated
with stress of the Pre secondary Vishistha B.T.C. teachers. Remaining
showed insignificant relationship with stress. On this basis it can be said
that hypothesis no. 1.15 is rejected, and accepted for remaining
personality needs, namely need achievement, need exhibition, need
autonomy, need succourance, need dominance, need abasement, need
nurturance and need endurance.

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 Hypothesis no. 1.16 states that "There is no significant relationship
between adjustment and stress among B.T.C.teachers at Primary school
level."
With regard to hypothesis no. 1.16 C.R. value is 0.361, it is
significant at .01 level. It shows that Primary school B.T.C. teachers
differ significantly on their stress and adjustment.
Thus the hypothesis no. 1.16 is rejected.
Hypothesis no. 1.17 states that "There is no significant relationship
between adjustment and stress among B.T.C. teachers at Pre secondary
school level."
With regard to hypothesis no. 1.17 C.R. value is –0.194, it is
significant at .01 level. It shows that correlation between stress and
adjustment of Pre secondary Vishistha B.T.C. teachers is of reverse
nature.
Thus the hypothesis no. 1.17 is rejected.
Hypothesis no. 1.18 states that "There is no significant relationship
between adjustment and stress among Vishistha B.T.C.teachers at
Primary school level."
With regard to hypothesis no. 1.18 C.R. value is –0.050, it is
insignificant. It shows that stress and adjustment of Primary school
Vishistha B.T.C. teachers does not correlate.
Thus the hypothesis no. 1.18 is accepted.
Hypothesis no. 1.19 states that "There is no significant relationship
between adjustment and stress among Vishistha B.T.C. teachers at Pre
secondary level."

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 With regard to hypothesis no. 1.19 C.R. value is –0.188, it is
significant at .01 level. It shows that correlation between stress and
adjustment of Pre secondary Vishistha B.T.C. teachers is of reverse
nature.
Thus the hypothesis no. 1.19 is rejected.
Hypothesis no. 1.20 states that "Significant prediction of stress
does not exist for each personality need, when combined with adjustment
among B.T.C. teachers."
With regard to hypothesis no. 1.20 adjustment together with
different personality needs, namely need achievement, need exhibition,
need autonomy, need affiliation, need succourance, need dominance,
need abasement, need nurturance, need endurance and need aggression
showed positive significant correlation with stress of the B.T.C.teachers
thus it can be said safely that hypothesis no. 1.20 is rejected at .01 level of
confidence.
Hypothesis no. 1.21 states that "Significant prediction of stress
does not exist for each personality need, when combined with adjustment
among Vishistha B.T.C. teachers."
With regard to hypothesis no. 1.21 adjustment together with
different personality needs, namely need achievement, need exhibition,
need autonomy, need affiliation, need succourance, need dominance,
need abasement, need nurturance need endurance and need aggression
showed positive significant correlation with stress of the Vishistha B.T.C.
teachers thus it can be said safely that hypothesis no. 1.21 is rejected
at .01 level of confidence.

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CONCLUSION OR FINDINGS
Validation of the hypothesis enabled the researcher to draw
conclusion of the study. Following conclusions were drawn :-
1. B.T.C. and Vishistha B.T.C.teachers have equal degree of stress.
2. Primary schools B.T.C. teachers are more stressed, than their
counterpart female teachers.
3. B.T.C. and Vishistha B.T.C. teachers of Pre secondary show same
degree of stress.
4. Highly adjusted B.T.C. and Vishistha B.T.C.teachers show equal
degree of stress.
5. Poorly adjusted B.T.C. and Vishistha B.T.C.teachers show same
degree of stress.
6. B.T.C. and Vishistha B.T.C.teachers with high scores on personality
needs, have equal degree of stress.
7. B.T.C. and Vishistha B.T.C.teachers with low scores on personality
needs, show similar degree of the stress.
8. B.T.C. teachers teaching in Urban Primary schools have high degree
of stress than their counterpart rural B.T.C. teachers.
9. B.T.C. teachers teaching in urban Pre secondary are more stressed
than, their counterpart male teachers teaching in rural Pre secondary
school.
10. Vishistha B.T.C. teachers teaching in urban and rural Primary
schools show same degree of stress.
11. Urban and rural Pre secondary school Vishistha B.T.C. teachers
show similar degree of the stress.

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12. Out of 10 personality needs of Primary school B.T.C. teachers, six
needs, namely need achievement, need autonomy, need abasement,
need nurturance, need endurance and need aggression was found
significantly related with their stress, remain personality needs,
namely need exhibition, need affiliation, need succourance and need
dominance have no significant relation with stress.
13. Four personality needs of Pre secondary B.T.C. teachers, namely
need achievement, need autonomy, need affiliation, and need
abasement was found significantly correlated with stress, remain
personality needs, namely need exhibition, need succourance, need
dominance, need nurturance, need endurance and need aggression
have no significant relation with their stress.
14. Primary schools Vishistha B.T.C. teachers personality needs namely
need nurturance and need endurance were found significantly
correlated with stress, remain personality needs, namely need
achievement, need exhibition, need autonomy, need affiliation, need
succourance, need dominance, need abasement and need endurance
have no significant relation with the stress.
15. Out of 10 personality needs of Pre secondary school B.T.C. and
Vishistha B.T.C. teachers, two personality needs, namely need
affiliation and need aggression was found significantly related with
their stress, remain personality needs, namely need achievement,
need exhibition, need autonomy, need surrourance, need dominance,
need abasement, need nurturance and need endurance were not
significantly related with the stress.

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16. Primary school B.T.C. teachers show significant relationship in their
stress and adjustment.
17. Relationship between stress and adjustment of Pre secondary B.T.C.
teachers was not found significantly.
18. Primary school Vishistha B.T.C. teachers show negtively significant
relation in the stress and adjustment.
19. Vishistha B.T.C.teachers teaching in Pre secondary school have no
significant relationship between stress and adjustment.
20. Adjustment and personality needs jointly have positive and
significant correlation with stress in the B.T.C. teachers at .01 level.
21. Vishistha B.T.C. teachers adjustment and personality needs jointly
have positive and significant correlation with stress at .01 level.

IMPLICATIONS
Research studies are conducted with the view of advancement of
the knowledge in concerned field, thereby building new principles and
theories. Education has taught in colleges and department of education in
universities as independent subject under faculty of arts and as
professional programme under faculty of education. Under faculty of
education as professional course the basic objectives of the education is
to improve teaching learning and all the activities of professional
programme are centered to professional growth of a teacher in particular
and in situation in general. Therefore, research activities in professional
courses are undertaken with theory building and application of research
findings in improving teaching learning. If findings of a research study
undertaken under the faculty of education cannot be applied to improve

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the teaching learning situation than it cannot be considered as a research
study of the education. Therefore, it is a customary in all the research
studies of the education who mention the implications of the research
findings. Therefore, implications of the research findings related to
present study have been mentioned in succeeding lines :-
1. Findings of the present study with survey as basic data for the
research scholars of the education and psychology, in undertaken
research work related to stress adjustment and personality needs of
the Primary schools and Pre secondary teachers.
2. Finding of the present study will serve as guides to Principals of the
Primary schools and Pre secondary schools in creating conducive
teaching learning environment in the schools by knowing the cause
of poor adjustment of the teacher in relation to which stress and
personality needs.
3. The findings of the present study will serve as guide to school
authorities responsible for teachers' selection by knowing the
dominance of particular dimension of personality needs responsible
for less stress in teachers.
4. The findings of the present study will serve psychologist in studying
the relationship between adjustment and stress of the teachers.
5. Findings of the present study will be helpful to individual teachers
for their own appraisal.
6. Findings of the present study will be helpful to the persons
concerned with policy making of the govt. in understanding the
causes of the poor adjustment of the teacher in schools.

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SUGGESTIONS FOR THE FURTHER RESEARCH STUDIES
Present study was concerned to find out relationship between stress
and adjustment as well as stress and personality needs of Primary schools
and Pre secondary teachers in special reference to their sex and locality.
During the past two decades the standards of teaching have gone
down at a very fast speed and presently the student do not feel education
as a meaningful pursuit because of their uncertain future. There is too
much emphasis on academic attainments to the neglect of other
personality characteristics. In such a climate of schools the teacher is very
much alienated. He does not very sincerely devotes himself to the
assigned teaching responsibilities. Naturally, it may seem worthwhile to
study the stress experienced by teachers with different levels of alienation
and involvement.
Similarly the stress experienced by the teachers with idealistic
orientation may differ from those who are wedded with expediency
orientation. The same seems to be a worthwhile problem for study.
It may be useful to study the different aspects of the stress which
are specifically experienced by the teachers in the present day changing
Socio-Economic Context and to relate them to relevant factors.
Some more research studies can be considered to criticize the
topic:-
1. A comparative study of the stress of the primary and secondary
school teachers.
2. A comparative study of the stress of the primary schools and degree
college teachers.

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3. A comparative study of the stress among the teachers teaching in
govt. and govt. aided institutions.
4. A comparative study of the stress among secondary school teachers
specially science, social science and language.
5. A study of stress among primary school teachers teaching in schools
managed by govt. and individuals.
6. A comparative study of the stress among teacher educator of govt.
aided and self financed institutions.
7. A comparative study of the stress among professors, readers and
lecturers of the university.
8. The present investigation is conducted in Meerut Division only.
The study, therefore, cannot claim to have comprehensiveness. Its
comprehensiveness may not be universally valid. Therefore, there
is a need of cross validation of the reported results with samples
from other parts.
9. Research may be undertaken to relate the different factors with
stress.

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