D.S. (P.G.) College, Aligarh (U.

P)
(Affiliated to Dr. Bhim Rao Ambedkar University, AGRA)

Ref.No…………………… Dated…………..

Dr.Beena Kumari
Associate Professor

CERTIFICATE

Certified that Mr. Anil Chaudhary, a Ph.D. scholar of Dr. Bhim Rao
Ambedkar University Agra, has completed his research work on the topic
entitled “A COMPARATIVE STUDY OF STRESS AMONG B.T.C.
AND VISHISTHA B.T.C. TEACHERS IN RELATION TO THEIR
ADJUSTMENT AND PERSONALITY NEEDS.” under my guidance and
supervision. The work embodies his original collection of data and is his
own and original work. He worked under me more than twenty four months.

Dr.Beena Kumari
Associate Professor

i
 DECLARATION

I, hereby declare that the Ph.D. thesis on the topic entitled “A

COMPARATIVE STUDY OF STRESS AMONG B.T.C. AND
VISHISTHA B.T.C. TEACHERS IN RELATION TO THEIR
ADJUSTMENT AND PERSONALITY NEEDS.” is my original research
work. Such research work has neither been submitted in part nor full for any
other Diploma/Degree in any other university.

Mr. Anil Chaudhary

Research Scholar

ii
 PREFACE

Education enriches and improves the individual’s place in the society.

It emancipates the human beings and leads to liberation from ignorance.
‘Education is a principal instrument in awakening the child to cultural
values, preparing him/her for later professional life and to adjust in their
social life’. It is a goal oriented and continuous process that develops the
adjusting ability and inculcates the social and cultural values in the child.
“Education is a man making process” (Vivekananda).

In other words, education is the process by which; society deliberately

transmits its accumulated knowledge, skills and values from one generation
to another. Each individual, whether human or animal has the ability to
learn. The incidences contribute to develop learning skills for survival in
consequent environment. Education is a method of learning to be fit in the
social system. It focuses on developing desired behaviours that is needed by
the social structure. So, education assists in learning the skill to survive.

It has raised the serious questions of both quality and quantity of

education. The qualities of citizens along with other factors rely to a great
extent on the quality of the educational system in the country. The quality
education develops human resources and makes them confident, skilled and
courageous to face the challenges of life in the present and the future. It is a
common experience that explosion of population and development of
knowledge are not only affecting the pattern of human life but also inflicting
their full impact on education. The population is increasing in geometrical
proportion. Education provides opportunities to all the citizens of nation to

iii
develop their potentialities to the fullest extent which intern helps the nation
in its rapid growth and development.
The present study contains six chapters. First chapter deals with
introduction. Second chapter describes review of the related literature, third
chapter derives research design, and fourth chapter describes analysis of
data, fifth chapter deals with interpretation of analyzed data and sixth
chapter deals with conclusions and generalization.

Researcher

iv
 ACKNOWLEDGEMENT
It is my great privilege to express my heartfelt gratitude to my

benignant guide Dr. Beena Kumari, Associate Prof., D.S. (P.G.) College,

Aligarh (U.P), whose matured experience, deep knowledge and imitable

guidance always strengthened my convictions and made me able to complete

this work with perfection.

I am equally grateful especially to Dr Anjana Bansal Principal, Dr.

JP Singh, Head, Dept of Education, Dr. Mardula Singh, Dr. Anjana

Kumari, Dr. Saroj Bala, D.S. (P.G.) College, Aligarh; for always being

compassionate and supportive to me.

I extend my sense of respect to my brother Dr. Nirbhaya Singh Head,

Deptt. of Education, B.V.M. College Bah, Agra, for encouraging me all the

times to complete my research work.

I am indebted to the principals, all teaching staff and the students for

their helpful and friendly behaviour during my data collection. I am also

thankful to the authors of books, abstract, journals and other sources that I

consulted for completing this task.

Above and all, I wish to dedicate this work as a gesture of respect to my

parents for their continuous encouragement and support.

Mr. Anil Chaudhary

v
 Contents

Certificate i
Declaration ii
Preface iii-iv
Acknowledgement v

CHAPTERS PAGE NO.

CHAPTER-I: INTRODUCTION 1-60
1.1 Genesis
1.2 Rational of the study

1.3 Statement of the Problem

1.4 Definitions of terms used
1.5 Objectives of the study
1.6 Hypothesis of the study
1.7 Delimitations of study

CHAPTER-II: REVIEW OF RELATED LITERATURE 61-112

2.1 Studies conducted in Abroad
2.2 Studies conducted in India
2.3 General conclusions

CHAPTER-III: RESEARCH DESIGN 113-157

3.1 Research methodology
3.2 Population, sample and sampling

3.3 Variables involved in the study

3.4 Tools used

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 3.4.1 Construction of teachers stress inventory
3.4.2 Measuring personality needs
3.4.3 Measuring Adjustment
3.5 Statistical Techniques used

CHAPTER-IV: ANALYSIS & INTERPRETATION OF DATA 158-220

CHAPTER-V: FINDINGS AND CONCLUSIONS 221-233

5.1 Validation of Hypotheses

5.2 Conclusions or Findings

5.3 Implications

5.4 Suggestions for further research

BIBLIOGRAPHY XI -XXIII

APPENDICES

Teachers Stress Inventory

Teachers Adjustment Inventory

Meenakshi Personality Inventory

vii
 LIST OF TABLES
Table Particulars Page
No. No.

3.1 No. of Schools selected as a sample. 115

3.2 No. of teachers selected as a sample. 115
3.3 Position of locality of teachers 116
3.4 Item Analysis Data for teachers stress inventory 124
3.5 Item distribution of the Teachers Stress Inventory 128
3.6 Test retest Reliability of TSI 131
3.7 Reliability of MPI 137
3.8 Reliability of MPI 138
3.9 Item Analysis for Teachers Adjustment Inventory 145
3.10 Item Distribution of Teachers Adjustment Inventory 151
3.11 Co efficient of Reliability of Teachers Adjustment Inventory 153
4.1 Comparison of stress between BTC and Vishistha BTC Teachers 158
4.2 Comparison of stress between Primary BTC and Vishistha BTC 159
Teachers
4.3 Comparison of stress between Pre Secondary school BTC and 160
Vishistha BTC Teachers
4.4 Comparison of stress between highly adjusted BTC and Vishistha 161
BTC Teachers
4.5 Comparison of stress between Poorly adjusted BTC and Vishistha 162
BTC Teachers
4.6 Comparison of stress between BTC and Vishistha BTC Teachers 163
with high scores on personality need
4.7 Comparison of stress between BTC and Vishistha BTC Teachers 164
with low scores on personality need.
4.8 Comparison of stress between Urban BTC and Rural BTC Teachers 165
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4.9 Comparison of stress between Pre secondary urban BTC and Rural 166
BTC Teachers
4.10 Comparison of stress between Primary school Urban and Rural 167
Vishistha BTC Teachers
4.11 Comparison of stress between Pre secondary urban and rural 168
Vishistha BTC Teachers
4.12 Comparison of stress and personality need of primary school BTC 169
Teachers
4.13 Comparison of stress and personality need of pre secondary school 176
BTC Teachers
4.14 Comparison of stress and personality need of primary school 182
Vishistha BTC Teachers
4.15 Comparison of stress and personality need of pre secondary school 189
Vishistha BTC Teachers
4.16 Comparison of stress and adjustment of primary school BTC 194
Teachers
4.17 Comparison of stress and adjustment y need of pre secondary 195
school Vishistha BTC Teachers
4.18 Comparison of stress and adjustment of primary school Vishistha 197
BTC Teachers
4.19 Comparison of stress and adjustment of pre secondary school BTC 198
Teachers
4.20 Comparison of stress and Combination of need achievement and 199
adjustment of BTC teachers
4.21 Multiple correlation between stress and Combination of need 200
exhibition and adjustment of BTC teachers
4.22 Multiple correlation between stress and Combination of need 201
autonomy and adjustment of BTC teachers
4.23 Multiple correlation between stress and Combination of need 202
affiliation and adjustment of BTC teachers
4.24 Multiple correlation between stress and Combination of need 203
succourance and adjustment of BTC teachers
4.25 Multiple correlation between stress and Combination of need 204
dominance and adjustment of BTC teachers
4.26 Multiple correlation between stress and Combination of need 205
abasement and adjustment of BTC teachers
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4.27 Multiple correlations between stress and Combination of need 206
nurturance and adjustment of BTC teachers.
4.28 Multiple correlation between stress and Combination of need 207
endurance and adjustment of BTC teachers.
4.29 Multiple correlations between stress and Combination of need 208
aggression and adjustment of BTC teachers.
4.30 Multiple correlations between stress and Combination of need 209
achievement and adjustment of Vishistha BTC teachers.
4.31 Multiple correlations between stress and Combination of need 210
exhibition and adjustment of Vishistha BTC teachers.
4.32 Multiple correlations between stress and Combination of need 211
autonomy and adjustment of Vishistha BTC teachers.
4.33 Multiple correlations between stress and Combination of need 212
affiliation and adjustment of Vishistha BTC teachers.
4.34 Multiple correlations between stress and Combination of need 214
succourance and adjustment of Vishistha BTC teachers.
4.35 Multiple correlations between stress and Combination of need 215
dominance and adjustment of Vishistha BTC teachers.
4.36 Multiple correlations between stress and Combination of need a 216
basement and adjustment of Vishistha BTC teachers..
4.37 Multiple correlations between stress and Combination of need 217
nurturance and adjustment of Vishistha BTC teachers..
4.38 Multiple correlations between stress and Combination of need 218
endurance and adjustment of Vishistha BTC teachers.
4.39 Multiple correlations between stress and Combination of need 219
aggression and adjustment of Vishistha BTC teachers.