Occupation is one of the important parts of our daily lives which cause a great deal of stress. Due to the competitive nature of the job environment, most of the people in the world are spending their time on job related work purposes resulting in ignoring the work and life. Usually people are more worried about the outcome of their work that can even affect the way they treat other people and how they communicate with their peers. In general, we can say that people with a higher percentage of occupation stress may not be satisfied with their job and therefore they will not feel happy working in the organization. So, we can say that it is very important for teacher to realize the stress that causes all the negative effects.
Today, we all are a part of globalizing era which is characterized by excellence, competitions, quality etc. along with stress, strain n human being and in a world that is changing at a tremendous pace, globalization had led to an increase in the growth of education institutions all over the world and the education scene in Zambia is no exception and especially with the current scenario of trying to achieve the Millennium Development Goals (MDGS) of providing basic education for-all by 2015. To fulfill social, environmental, economical needs one has to face stress, strain and anxiety. One should accept that stress is reality of life. Thus, it should be considered as an important aspect of life without which life will become boring.
CONTENTS
CHAPTER-I INTRODUCTION
1.1 STRESS
1.2 DEFINITINS OF STRESS:-
1.3 MEANING OF OCCUPATION
1.4 Important facts concerning occupations-
1.5 OCCUPATIONAL STRESS
1.6 DEFINITIONS OF OCCUPATIONAL STRESS
1.7 SOURCES OF OCCUPATIONAL STRESS
1.8 CAUSES OF OCCUPATIONAL STRESS AMONG TEACHERS:
1.9 PROGRAMMES TO REDUCE OCCUPATIONAL STRESS
1.10 OCCUPATIONAL STRESS AND TEACHER
1.11 NEED OF THE STUDY
1.12 STATEMENT OF THE PROBLEM
1.13 OBJECTIVES OF THE STUDY
1.14 HYPOTHESIS OF THE STUDY
1.15 DELIMITATIONS OF THE STUDY
1.16 ORGANIZATION OF THE CHAPTER OF THE STUDY
CHAPTER-II REVIEW OF RELATED LITERATURE
2.1 IMPORTANCE OF REVIEW OF RELATED LITERATURE
2.2 REVIEW OF RELATED LITERATURE
CHAPTER-III METHOD AND PROCEDURE
3.1 DESIGN OF THE STUDY
3.2 MEANING OF SAMPLE
3.3 SAMPLE OF THE STUDY
3.4 TOOLS USED
3.5 DESCRIPTION OF TOOL EMPLOYED
3.5.1 Tool: Occupational Stress Index
3.6 PROCEDURE OF DATA COLLECTION
3.7 OPERATIONAL DEFINITIONS
3.8 STATISTICAL TECHNIQUES USED
CHAPTER-IV ANALYSIS AND INTERPRETATION
4.1 OCCUPATIONAL STRESS AMONG SECONDARY SCHOOL TEACHERS
4.2 Occupational Stress and Secondary School Teachers in terms of Type of School.
4.3 Gender differences in Occupational Stress
4.4 Occupational Stress in relation to Age
4.5 Occupational Stress in relation to Teaching Experience
CHAPTER-V SUMMARY
5.1 INTRODUCTION
5.2 OCCUPATIONAL STRESS
5.3 SIGNIFICANCE OF THE STUDY
5.4 STATEMENT OF THE PROBLEM
5.5 OBJECTIVES OF THE STUDY
5.6 HYPOTHESIS OF THE STUDY
5.7 DESIGN OF THE STUDY
5.8 TOOL
5.9 STATISTICAL TECHNIQUES
5.10 DELIMITATIONS OF THE STUDY
5.11 CONCLUSION
5.12 EDUCATIONAL IMPLICATIONS OF THE STUDY:
5.13 SUGGESTIONS FOR FURTHER STUDY:
BIBLIOGRAPHY
APPENDICES
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