JOB STRESS AMONG WORKING WOMEN OF

EDUCATION SECTOR IN LUDHIANA CITY”

 INDUSTRY OVERVIEW
THE HERO GROUP WHICH STARTED OUT IN 1956 .
Hero Enterprise is the new avatar of Hero Corporate Service, which came into being in 2016,
following a need to give new direction to Brand Hero.

Hero Corporate Service Private Limited (HCSPL) (formerly Hero Corporate Service Limited) is a
company that provides services related to manufacturing, consulting, and BPO services. The
Company has it’s headquarters in New Delhi. After its formal inauguration on February 9, 1995, Hero
Corporate Service was converted into a Limited Company in September 1995.
HCSPL comprises of 4 strategic businesses –
Hero Steels Limited

Hero Mindmine Institute Private Limited.

Hero Insurance Broking India Private Limited

Hero Realty Private Ltd. (Hero Homes )

The aim of forming Hero Corporate Service Private Limited was to deliver outstanding services and
products by utilizing the advantages and experience of the Hero Group. The company has a strong
foundation of highly experienced professionals, quality systems, tested procedures and business
philosophies.
STRESS
The word “stress” is defined by the oxford dictionary as “a state of affair involving or mental energy”. A condition or
circumstances (not always adverse), which can disturb normal and mental health of an individual. In medical parlance
‘stress’ is defined as a perturbation of the body’s homeostasis. This demand on mind-body occurs when it tries to cope
with incessant changes in life. A stress condition seems relative in nature, extreme stresses conditions, psychologist say
or detrimental to human health but in moderation stress is normal and, in many cases, proves useful. Stress, none the
less is synonymous with negative conditions. Today, with the rapid diversification of human activity, we come face to
face with numerous causes of stress and the symptoms of stress and depression.

1.2DEFINITION OF STRESS
According to Beehr and Newman, “stress is a condition arising from the interaction of people and their jobs and
characterized by changes within people that force them to deviate from their normal functioning”.
DEFINITION OF JOB STRESS: Job stress can be defined as the harmful physical and emotional responses that occur when
the requirements of the job do not match the capabilities, resources, or needs of the worker. Job stress can lead to poor health and
even injury.

Lath (2010) further described occupational stress as the physical and emotional response that occurs when workers perceive an
imbalance between their work demands and their capability and resource to meet these demands.

Teacher stress on the other hand, is defined as experiences in teachers of unpleasant, negative emotions, such as anger,
frustration, anxiety, depression and nervousness, resulting from some aspect of their work as teachers (Kyriacou, 2001).

CAUSES AND EFFECTS OF STRESS IN TEACHING

Causes of stress
In the earlier reviews of stress psychological factors affecting stress in general were identified. These included anticipations,
worry, feelings of helplessness and responsibility: all were cited in the literature as either contributory or alleviating factors in
laboratory experiments. The key concepts are:
Anticipation was found in some cases to be more stressful than the event. It could exacerbate stress when not accompanied by
adequate coping skills.
Worry may play a significant role in alleviating stress. Fisher provided details of the positive aspects of worrying.
Helplessness may be less stressful than attempts to act assertively.
Responsibility associated with ‘executive’ roles may be more stressful than passive roles.
Workload
Communication
Home-work balance
Team working
Performance feedback
Role ambiguity
Training and development
Job insecurity
Job design
Management support
Skill underutilization
Effort-reward imbalance
Tools and equipment
Hours of work.
Out with laboratory conditions, we see that workload (quantity, quality and time pressures) and dealing with people are identified as the
prime causes of stress at work.
EFFECTS OF STRESS ON TEACHERS
Teachers’ stress may have an impact on teachers as individuals, on the schools in which they work and on the pupils they teach. It is also
estimated to have an economic impact on the education system in terms of lost teaching time and additional costs of replacement teachers.
Unfortunately, it is difficult to quantify these costs because reported effects may actually be strategies to help teachers cope and it would
be unsafe to assume that those who report no symptoms are necessarily stress free.

Many researchers argue that the effects of stress in teaching fall largely on individual teachers and result in illness and absences. Again,
exact quantification is not possible. Travers and Cooper (1989) did find that 23% of their sample of 1,800 teachers reported significant
illness in the past year. Those illnesses are described as stress related; however, they also contain illnesses of a vague nature (e.g. back
problems) which gave the teachers ‘permission to be absent’. The stress/illness connection is, however, disputed by some researchers.
Although claims have been made of connections between stress in life and illness, it has been suggested that people remain quite healthy
under high levels of stress in their lives. This has focused researchers’ attention on the relative roles of ‘buffering’ (i.e. what mediates the
impact of stress) and ‘hardiness’ (i.e. what psychological resources can teachers marshall to hold stress within acceptable limits). The cost
which he thinks some teachers pay by continuing to work with increased stress levels. The consequence is chronic strain on their personal
lives. In a small-scale study of 24 teachers, he found that teachers reporting chronic stress were often involved in break-up of marital or
personal relationships, caring for a dependent relative who was chronically ill, or had experienced the death of a close relationship. In
these circumstances it is impossible to establish which situation (work or personal life) was causing the most stress to the individual
teacher.
OBJECTIVES OF THE STUDY
To study the factors influencing job stress among educators in Ludhiana city.
To find out the level of job stress among the teachers of Ludhiana city.
To study the strategies used by educational institutes to cope the stress among teachers.

RESEARCH DESIGN
The descriptive research design is adopted for this project. Descriptive research includes surveys and fact-finding enquiries of different kinds.

3.3 SAMPLING PLAN

3.3.1Target population
The study is conducted for female teachers of educational institutes of Ludhiana.

3.3.2 Sampling Technique

The technique used for this study is convenience sampling. This means data is collected as per the convenience of the researcher.

3.3.3Sample Size
This refers to the number of respondents to be selected from the universe to constitute a sample. Large samples give more reliable results than the
small samples. So, the sample size of 200 teachers was taken into consideration in case of research work.

3.3.4Research Instrument
Structured questionnaire is the data collection instrument used in the study. All the questions in the questionnaire are organized in such a way that
all the relevant information is covered that is needed for the study.
DATA ANALYSIS TOOLS/TECHNIQUES
Following applications of statistics are used to organize and analyse the data:
Simple tabulation of data using tally marks.
Calculating the percentage of the responses.
Formula used:
Percentage= (number of responses/total responses) *100
Graphical analysis by means of bar graphs and pie charts.

SCOPE OF STUDY
The research focuses on the stress management in education sector. Emphasis is laid with a view to identify cause of stress, effect of stress
and the effectiveness of coping strategies adopted by various educational institutes. The study is confined to selected education sector
institutes only.

3.8LIMITATIONS OF STUDY
No study is complete in itself, however good it may be and every study has some limitations. Some of the limitations which I had
confronted are as follows:
The study was restricted to the city of Ludhiana only.
This is not an inclusive survey due to time and resource constraint.
There was limitation on part of the teachers as they sometimes shirked to give the related information due to their busy schedules.
The convenient sampling technique adopted in the study may not be the representative of the universe.
Since the sampling size was 200, so the findings and conclusions of the study are only suggestive and not conclusive.
 ANALYSIS AND INTERPRETATION
Table 4.1 showing the frequency of age group

Age group Frequency Percent

25 to 35 years 90 45.00%

36 to 45 years 66 33.00%

46 to 55 years 32 16.00%

55 years and above 12 6.00%

Total 200 100%

Figure 4.1 showing the frequency of age group

Interpretation
The above diagram clearly shows that maximum numbers of teachers belong to 25 to 35 years age group, whereas 33% of them belongs to
36-45 years age group. 16% employee falls under the age group of 46- 55 years and only 6% employee falls under the age group of 55 years
and above age group.
 Marital Status
Frequency Percent
Married 151 75.50%

Single 49 24.50%

Total 200 100%

Interpretation
It is clear from the above pie chart that 151 (75.50%) respondents are married and 49 (24.50%) respondents are
unmarried in the sample population of 200 respondents. Majority of the married educator participated in research.
 Educational Qualification Frequency Percent
Graduation 16
8.00%
Post-Graduation 148
74.00%
M.Phill 13
6.50%
Ph.D 19
9.50%
Others 4
2.0%
Total 200 100%

Figure 4.3 showing the frequency of educational qualification

Interpretation
It is evident from the survey that 74% of the teachers are post graduates, while 9.50% Ph.D. holder participate
in this study, 8.00% respondents have graduation degree, 6.50% completed M.Phil.degree and 2.00% of the
educators have other degree or diploma.
CONCLUSION

Stress awareness should build knowledge and awareness of stress. Awareness sessions should be conducted in a non-threatening
environment and should provide teachers with current information on the nature, signs, causes, and symptoms of stress. For
example, a stress management program for teachers can focus on the definition of stress, causes of stress in educational institute,
frequency of stress, and the effects stress has on students and teachers.
 QUESTIONNAIRE

How do you feel about your job? (You can tick more than one)
a). Challenging cb). Interesting c
c). Routinecd). Boringc

Do you suffer any physical inconvenience due to stress in your job?

a). Yescb). No
Q3. What is the level of stress in your current job?
a). Very high cb). High c
c). Moderate cd). Low c
e). Very lowc

Q4. What kind of stress do you feel in your job?

a). Physicalcb). Mental c c). Both
Q5. According to you, which characteristics make your job more stressful?
a). Workload c