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45]

Original Article

Level of Stress among Schoolteachers of a School in South Delhi, India

Abstract Mamta Parashar,

Background: Modernization and increasing level of competition in day to day life has increased Deeksha Ellawadi1,
the expectations from teachers. Objective: To describe the level of stress and its associated factors Mitasha Singh2,
among teachers using Teacher’s stress inventory in a government school of urban area of South
Delhi. Methods: A cross sectional study among teachers of a senior secondary school located in Ram Chander
south Delhi. This was part of mental health literacy workshop conducted March 2017. 124 teachers Jiloha3
attended the same and 94 participated in the study. Teachers’ stress inventory scale was used as Departments of Community
a tool to assess the level of stress along with demographic factors of the study participants. Only Medicine, 1Psychiatry and
82 completed questionnaires were included in analysis. Results: The mean score among discipline
3
Psychiatry and Rehabilitation
Sciences, Hamdard Institute of
and motivation sub category was a significantly higher source of stress among young age teachers
Medical Sciences and Research,
(P <0.001). The mean scores among females were higher as compared to males among the sources of Jamia Hamdard, New Delhi,
stress however the difference was not statistically significant. Joint family was a significant stressor 2
Department of Community
source especially under professional distress in bivariate analysis (P: 0.04). As the experience Medicine, ESIC Medical College
duration increased the mean stress score also increased (correlation coefficient: 0.10, P: 0.36). All the and Hospital, Faridabad,
variables were subjected to multiple linear regression models and it was found that gender, education Haryana, India
and family income are significant predictors with stress as dependent variable. Conclusion: The
social and economic instability cut across all ages and increase the risk of stress and burnout.

Keywords: Metro city, teachers’ stress inventory, workplace

Introduction car drivers.[4] The WHO has identified

Stress is an unavoidable and unpleasant
experience which affects everybody in
different ways and at different times.
It is difficult to define. Selye originally
suggested that stress is simply the rate of
wear and tear in the body.[1] The World
Health Organization (WHO) Global
Burden of Disease Survey estimates that
by the year 2020, stress‑related mental
health conditions will be the second most
prevalent after ischemic heart diseases.[2]
Teachers are a priority population as they
are role models for students and influential
members of society, capable of influencing
overall development of students. According
to reviewed literature, Kyriacou and
Sutcliffe defined teachers’ stress as an
uncomfortable feeling, negative emotion
such as anger, anxiety, pressure, and
disappointment sourced from their work
aspects as a teacher.[3] Besides this, Johnson
et al., in 2005, concluded that out of 26
professions, teaching represents the second
most stressful occupation after ambulance
This is an open access journal, and articles are
distributed under the terms of the Creative Commons
Attribution‑NonCommercial‑ShareAlike 4.0 License, which allows
others to remix, tweak, and build upon the work non‑commercially,
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licensed under the identical terms.
For reprints contact: reprints@medknow.com
workplace experiences as one of the
factors determining well‑being. A negative
environment at workplace leads to physical
and mental health problems.[5]
The previous literature from different
parts of the country have tried to explore
in this area either through a single‑centric
or multicentric study. Studies from
South India among university teachers
and schoolteachers in Rajasthan used
self‑reported stress to report the presence or
Submission: 11-Jun-18
absence of stress.[6‑8] Dawn et al. from West Revised : 16-Dec-18
Bengal, Pokhrel from Sikkim, Hasan from Accepted : 08-Mar-19
Haridwar, and Jeyaraj et al.[9] from Madurai
have used different scales to measure stress
Address for correspondence:
among either male or female teachers Dr. Mitasha Singh,
of various grades belonging to rural and Department of Community
Medicine, ESIC Medical
urban areas.[9-12] There are methodological
College and Hospital,
differences among all studies. However,
Faridabad, Haryana, India.
until we do not have a nationwide survey E‑mail: mitasha.17@gmail.com
or uniform scale, every study adds evidence
to the existing literature. Exploring the
magnitude of stress and associated factors Access this article online
among teachers can contribute to the Website: www.cjhr.org
development of preventive and control DOI: 10.4103/cjhr.cjhr_85_18
strategies for stress management at local Quick Response Code:
level.
How to cite this article: Parashar M,
Ellawadi D, Singh M, Jiloha RC. Level of stress
among schoolteachers of a school in South Delhi,
India. CHRISMED J Health Res 2019;6:150-5.

150 © 2019 CHRISMED Journal of Health and Research | Published by Wolters Kluwer - Medknow
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Parashar, et al.: Stress among schoolteachers
Objective
In the present study, we have attempted to describe the
level of stress and its associated factors among teachers
using teacher’s stress inventory in a government school of
urban area of South Delhi.
Methodology
Study design
It was a cross‑sectional study.
Study area
This study was conducted in a government school located
in South Delhi. It was selected owing to the convenience
of proximity to the institute. This study was part of a
workshop on mental health literacy on the occasion of
World Mental Health Day, 2017.
Ethical approval and study subjects
Prior ethical approval was sought from the institute’s
ethical committee. Investigators were aware of the ethics
in biomedical research policy of the Indian Council of
Medical Research (2006) and Declaration of Helsinki
revised in 2002. Keeping in view, written informed
consent of all participants was obtained before gathering
any information. The information collected is kept strictly
confidential, and individual identity will not be disclosed
under any circumstance. The study involves no risk to the
subject and involves no financial burden.
Schoolteachers of Classes 1–12 were enrolled from the
above school. Those who have worked at least 50%
of fulltime during 6 months before completion of the
questionnaire were included in the study.
Sample size
In a study on schoolteachers in Varanasi, Singh and
Singh[13] found that about 42% of them had “high” to “very
high” level of stress and were at higher risk of developing
psychosocial stress‑generated problems. At 42% prevalence,
10% precision, and 95% confidence interval, the minimum
sample calculated is 94.
Sampling and data collection
There were 126 teachers in the school. The survey was
conducted on the teachers participating in the mental health
literacy workshop for 2 days during vacation time in school
only. Permission was obtained from the head of the school.
Convenience sampling was used. All were invited, of
which 124 attended the workshop. Of these, 28 were on ad
hoc service who did not meet our inclusion criteria to study
stress. All the teachers were included in the workshop.
Of the 124 study participants, 3 did not consent to
participate as they admitted that they are not comfortable
with the language of the questionnaire. Anonymity was
maintained by asking them not to write their names in the
CHRISMED Journal of Health and Research | Volume 6 | Issue 3 | July-September 2019
questionnaire. The filled‑in questionnaires were collected
back from them on the same day before the start of the
workshop.
Study tool
A predesigned structured pro forma in English language
was introduced to obtain the sociodemographic details
after explaining the purpose of the study to the participants
and taking consent. The teacher stress inventory[14] is
composed of 49 stress‑related and 9 optional demographic
items and takes about 15 min to complete. The five
stress source factors are time management, work‑related
stressors, professional distress, discipline and motivation,
and professional investment; the five stress manifestations
factors are emotional manifestations, fatigue manifestations,
cardiovascular manifestations, gastronomic manifestations,
and behavioral manifestations. The respondent completes
the inventory by circling the appropriate answer on the
1–5 rating scale, then summing and dividing scores. It
consists of 10 subscales, each subscale being composed of
three to eight items. The five stress source and five stress
manifestation subscale scores are summed and divided by
10 in order to derive a total stress score. Higher score is
considered as higher level of stress.
Data and statistical analysis
The baseline questionnaires were returned by 121
participants, and the returned questionnaires were
checked by the investigators for completeness. The filled
questionnaires of 28 teachers who did not meet the
inclusion criteria were excluded during the analysis. Only
82 questionnaires were found to be complete and hence
were included in the final analysis.
Age of participants was divided into two groups, namely
young age (<40 years) and middle age (41–60 years). The
highest level of education attained by participants was
categorized into those who have completed graduation,
postgraduation, and Master of Philosophy (M.Phil.) or
Doctor of Philosophy (Ph.D.). The level of students teachers
were teaching was categorized into elementary (5th class
and below), middle school (6th–9th), and secondary and
higher secondary (10th–12th).
The subscale and total scores were stratified among
various independent variables and presented in the form
of mean. For comparison of mean scores, t‑test and
analysis of variance were applied after checking for
normality of the distribution of data. Level of significance
was set at 5%. Multiple linear regression (MLR) model
was run to identify predictors of stress. There were no
outlier and autocorrelation in our regression data, and the
assumption for normality and homoscedasticity was met.
Statistical analysis was done using the Statistical Package
for Social Sciences (SPSS) version 21 (IBM Corp.,
Armonk, NY, US).
151
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Parashar, et al.: Stress among schoolteachers

Results higher among females (P = 0.02) and higher education

The subscale contains stress sources and its manifestations
under different heads. The mean score of time management,
work‑related stressors, and discipline and motivation as
sources of stress was higher among younger age group.
Among the above, discipline and motivation was a
significantly higher source of stress among young age
teachers (P < 0.001). The mean scores among females were
higher as compared to males among the sources of stress;
however, the difference was not statistically significant.
Joint family was a significant stressor source, especially
under professional distress in bivariate analysis (P = 0.04).
The mean score of time management as a source of stress
was observed to be increasing significantly as the level
of education of teachers increased (P = 0.01). The scores
of time management indicated increasing stress among
unmarried and divorced teachers (P = 0.02). Family income
was significantly distributed among different sources of
stress. Lower the family income higher the mean score
of stress sources. There was no apparent trend among
the mean scores of sources of stress in terms of different
grades of students the teachers used to teach [Table 1].
The distribution of subscale stress manifestation scores
shows that the mean score of fatigue was significantly
status of teachers (P = 0.03). The cardiovascular,
gastronomic, and behavioral scores were significantly
higher among females as compared to males [Table 2].
The total mean score of stress among study participants
was 2.32 (±0.54). About 9.8% of the teachers were
stressed. Overall mean stress scores were significantly
higher among females and teachers with low family
income [Table 3]. The mean years of experience of
study participants was 14.45 (±8.93). As the experience
duration increased, the mean stress score also
increased (correlation coefficient: 0.10, P = 0.36). There
was a negative correlation of the duration of experience
with time management, work‑related stressors, and
discipline and motivation. Only emotional manifestation
of stress decreased as the years of experience increased;
however, this correlation was not statistically significant.
Other manifestations were positively correlated with
experience. None of the subscale scores’ correlation with
experience was statistically significant.
All the variables were subjected to MLR and it was
found that only gender, education, and family income
are significant predictors with stress as a dependent
variable. Family income had a higher impact as compared

Table 1: Sociodemographic distribution of mean score of source of stress

Time P Work‑related P Professional P Discipline and P Professional P
management stressors distress motivation investment
Age
21‑40 2.75±0.66 0.33 3.21±0.92 0.49 2.60±1.10 0.13 3.10±0.57 0.00 2.39±0.85 0.80
41‑60 2.60±0.72 3.08±0.81 2.98±1.16 2.60±0.80 2.44±1.00
Gender
Male 2.66±0.84 0.78 3.06±1.04 0.46 2.67±1.24 0.49 2.75±0.80 0.18 2.39±0.92 0.89
Female 2.70±0.56 3.22±0.72 2.85±1.05 2.97±0.66 2.42±0.92
Type of family
Nuclear 2.68±0.63 0.88 3.14±0.87 0.74 2.53±1.11 0.04 3.04±0.56 0.06 2.40±0.82 0.72
Joint 2.70±0.77 3.20±0.88 3.05±1.13 2.74±0.85 2.47±1.01
Education
Graduate 2.45±0.73 0.01 3.43±0.17 0.25 2.48±0.60 0.19 2.59±1.11 0.22 2.05±0.94 0.37
Postgraduate 2.66±0.66 3.08±0.93 2.76±1.20 2.90±0.66 2.47±0.92
M. Phil./Ph. D 3.62±0.14 3.66±0.38 3.70±0.34 3.33±0.38 2.25±0.57
Marital status
Married 2.12±0.75 0.02 2.60±1.30 0.06 2.04±1.34 0.09 3.29±0.74 0.07 2.35±1.07 0.79
Unmarried 2.76±0.66 3.21±0.77 2.87±1.09 2.80±0.71 2.43±0.91
Divorced/separated 2.75±0.00 3.83±0.00 3.00±0.00 3.50±0.00 2.00±0.00
Family income
≤50,000 3.18±0.52 0.01 4.16±0.41 0.00 3.65±0.71 0.00 3.50±0.76 0.04 3.06±0.39 0.03
50,001‑100,000 2.76±0.69 3.18±0.85 3.00±1.08 2.79±0.69 2.47±0.87
>100,000 2.41±0.65 2.83±0.77 2.15±1.04 2.85±0.72 2.12±0.99
Level of students
Elementary 2.72±0.50 0.66 3.17±0.69 0.98 2.58±1.11 0.59 3.01±0.53 0.56 2.19±0.87 0.23
Middle 2.55±0.72 3.12±0.62 2.88±1.30 2.79±0.74 2.36±0.86
Secondary and higher secondary 2.73±0.79 3.15±1.07 2.85±1.07 2.84±0.83 2.59±0.95
Total 2.68±0.69 3.15±0.87 2.77±1.13 2.88±0.73 2.41±0.92

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Parashar, et al.: Stress among schoolteachers

Table 2: Sociodemographic distribution of mean score of manifestation of stress

Emotional P Fatigue P Cardiovascular P Gastronomic P Behavioral P
Age
21‑40 1.86±0.75 0.20 1.98±0.77 0.26 1.91±1.00 0.14 1.76±1.03 0.28 1.25±0.50 0.09
41‑60 2.08±0.85 2.17±0.77 2.25±1.11 1.99±0.84 1.58±1.05
Gender
Male 1.89±0.84 0.53 1.82±0.66 0.02 1.60±0.77 0.00 1.52±0.79 0.01 1.20±0.43 0.04
Female 2.00±0.78 2.24±0.81 2.38±1.12 2.11±0.99 1.53±0.96
Type of family
Nuclear 1.96±0.82 0.91 2.06±0.84 0.87 1.96±1.15 0.53 1.64±1.05 0.09 1.45±0.92 0.63
Joint 1.94±0.80 2.09±0.73 2.11±0.98 1.98±0.69 1.36±0.69
Education
Graduate 1.68±0.67 0.30 1.56±0.63 0.03 2.00±0.94 0.51 1.80±0.78 0.70 1.20±0.42 0.65
Postgraduate 1.97±0.82 2.10±0.78 2.03±1.10 1.90±0.99 1.43±0.86
M. Phil./Ph. D 2.40±0.69 2.70±0.11 2.66±0.38 1.50±0.57 1.25±0.28
Marital status
Married 2.28±0.81 0.35 2.56±0.90 0.09 1.93±1.38 0.32 1.86±1.49 0.79 1.10±0.21 0.34
Unmarried 1.92±0.80 2.00±0.74 2.11±1.02 1.85±0.88 1.45±0.85
Divorced/separated 1.60±0.00 1.80±0.00 1.00±0.00 2.33±0.00 1.00±0.00
Family income
≤50,000 2.20±0.80 0.06 2.50±1.06 0.24 2.16±1.45 0.71 1.91±1.69 0.29 1.00±0.00 0.25
50,001‑100,000 2.09±0.80 2.04±0.71 2.13±1.09 1.99±0.90 1.38±0.86
>100,000 1.67±0.74 1.98±0.77 1.92±0.90 1.64±0.74 1.53±0.78
Level of students
Elementary 1.84±0.70 0.67 1.92±0.61 0.06 2.00±0.97 0.93 1.87±0.88 0.99 1.13±0.32 0.12
Middle 2.04±0.86 1.82±0.77 2.11±1.20 1.88±0.91 1.58±0.84
Secondary and higher secondary 2.00±0.84 2.28±0.83 2.08±1.07 1.85±1.04 1.48±0.97
Total 1.96±0.80 2.06±0.77 2.06±1.06 1.86±0.95 1.39±0.80

to gender and education by comparing standardized
coefficient (beta) (−0.44 for family income, 0.39 for gender,
and 0.25 for education) [Table 4].
Discussion
There has been a paradigm shift in the roles of teachers
and societal expectation in the last decade. The teachers
have moved from the role of a formidable “guru” to
someone who can be evaluated, assessed, and questioned.
In addition, the demands from school organizations and the
race of the modern life have added to an increase in the
stress levels of teachers. The stressful conditions faced in
a teacher’s daily routine may lead to an imbalance between
work and physical and mental health, resulting in the
development of stress.[15,16]
The proportion of stressed teachers in our study was 9.8%.
This was comparable to 12.4% reported by Dawn et al.
and 15% by Chaly and Anand. Majority of other studies
reported mean score in different domains of the scales
used by them.[9,17] In our study on investigating the factors
associated with stress, age was found to be a significant
contributor. Teachers in the younger age groups had
higher stress levels than their older counterparts. This can
be due to greater pressure to perform in the early stages
of the career. A few studies in the past have also shown
evidence of better coping, with increasing age.[18‑20] In
another all‑female teacher study from India, it was found
that married older teachers with higher experience cope
better.[21] Contrasting results were reported by Dawn et al.
from West Bengal, Manjula from Kodaikanal, and Qadimi
et al. from Mysore with higher age group reporting more
stress.[8,9,22]
Time management, work‑related stressors, and discipline
and motivation were the main sources of stress in the
younger population. Similarly, in another cross‑sectional
study from India, time management and work‑related
stressors were the more common sources of stress with
feelings of fatigue and emotion‑related symptoms being the
common manifestations of stress.[23,24] The stress score was
higher among higher grade teachers; however, there was
no significant difference. Dawn et al., in their study, also
mentioned teachers of higher grade being more stressed.[9]
There were no significant differences observed in the stress
levels between male and female teachers. However, the
physical and psychological manifestations of stress were
found to be higher in the female teachers.[9] Similar findings
were reported by Dawn et al. and Klassen and Chiu, where
female teachers were more stressed than males; however,
this did not amount to mental ill health.[9,25] The individual
differences in stress reactivity are often attributed to the
hypothalamic–pituitary–adrenal (HPA) axis. HPA response

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Parashar, et al.: Stress among schoolteachers

Table 3: Total score However, they considered individual salary and we

Mean total score P included the family income.
Age It is difficult to comment on the direction of causality in
21‑40 2.28±0.48 0.44 this case, as this was a descriptive study. In addition, lower
41‑60 2.38±0.62 socioeconomic status can lead to other risk factors such
Gender as poor nutrition and housing which can, in turn, lead to
Male 2.15±0.52 0.02 stress. Similar studies even from the developed countries
Female 2.44±0.53 have shown stressful conditions in the workplace to be
Type of family directly related to a low monthly income.[28] The social and
Nuclear 2.28±0.57 0.52 economic instabilities cut across all ages and increase the
Joint 2.36±0.54 risk of stress and burnout.[29]
Education
Graduate 2.12±0.43 0.19 Limitation
Postgraduate 2.33±0.56 This study is one of the few studies from India assessing
M. Phil./Ph. D 2.70±0.19 the level of stress in schoolteachers. The limitation
Marital status of the study being a survey with the possibility of
Married 2.20±0.80 0.77 socially appropriate responses should be borne in mind.
Unmarried 2.34±0.51 Furthermore, a single‑centric study cannot generalize our
Divorced/separated 2.28±0.00
findings still it gives insight of the problem. In addition,
Family income
there might be a fear in the minds of teachers regarding job
≤50,000 2.73±0.55 0.01
loss in case of higher stress levels or serious psychological
50,001‑100,000 2.38±0.52
problems. No inferences can be drawn on the causality of
>100,000 2.11±0.51
stress. The study has given some insights in the reasons
Level of students
and consequences; however, in‑depth interviews may be a
Elementary 2.24±0.35 0.58
more useful in identifying the locus of concern.
Middle 2.31±0.59
Secondary and higher secondary 2.38±0.63 Conclusion
Total 2.32±0.54
Stress in many cases has been considered a normal
accompaniment of life, however if not tackled can lead
Table 4: Multiple linear regression models to identify to many psychological and physical health problems.
predictors of stress Therefore, it becomes important to assess for stress in
Standardized t Significant teachers who are the guardians of a country’s future and
coefficients, β include them in the school mental health programs ensuring
Age 0.08 0.56 0.58 their well‑being.
Gender 0.39 3.45 0.001
Education 0.25 2.23 0.03 Financial support and sponsorship
Family income −0.44 −4.16 <0.001 Nil.
Type of family −0.04 −0.33 0.74
Marital status 0.02 0.17 0.86 Conflicts of interest
Experience 0.00 0.001 0.99 There are no conflicts of interest.
Level of students 0.15 1.21 0.23
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