The present paper studied the organizational role stress in teaching profession. Due to technological advancements, the burden on a teacher’s part is now going to increase day by day. The investigator studied organizational role stress in college teachers with a sample of 200 to find out the organizational role stress in context of a teaching experience. A descriptive survey method was used for the investigation with the use of organizational role stress scale by Udai Pareek (1982). The finding of the study was that there is a significant relationship between organizational role stress and teaching experience in college teachers.
Table of Contents
1. Introduction
2. Statement of the Problem
3. Objective
4. Hypotheses
5. Delimitations
6. Methodology
7. Sampling
8. Research Tool
9. Findings
Research Objectives and Focus Areas
The primary objective of this study is to analyze the various dimensions of organizational role stress among college teachers in the Patiala District and to determine how these stress levels correlate with their total teaching experience.
- Analysis of organizational role stress factors in higher education.
- Evaluation of the impact of professional experience on teacher stress.
- Application of the Organizational Role Stress (ORS) scale to a sample of 200 educators.
- Statistical correlation between teaching tenure and specific stressors like role overload and ambiguity.
Extract from the Book
Introduction:
Term “stress” was first used by Selye (1936) in the literature on life sciences, describing stress as “the force, pressure, or strain exerted upon a material object or person which resist these forces and attempt to maintain its original state.” Stress is that kind of force in which an individual’s psychological and physical state deviates from the normal functioning (Beehr and Newman, 1978). Stress now a days is not a hidden phenomenon but it is spreading and exploring its roots in all the spheres of life. Spielberger (1979), believed that work stress is one of the most important factors affecting productivity because of the direct relationship between the individual's behaviour and the stress he or she experiences. There are two ways to explore stress that it is an unwanted situation which generates stress reaction and to overcome stress, there is formation of inner capacities, coping strategies, new ideas and different judgments to control stress reactions (Spielberger, 1979). Kyriacou and Sutcliffe (1978) revealed that among different professions, teachers had been identified as those who work under high stress. Cox and Brockley (1984) also studied that teaching profession had the highest level of stress.
Summary of Chapters
Introduction: Provides a theoretical overview of stress as a phenomenon and identifies the teaching profession as a high-stress occupation based on existing literature.
Statement of the Problem: Defines the specific research focus on the relationship between organizational role stress and teaching experience.
Objective: States the goal to examine stress dimensions among college teachers in the Patiala District.
Hypotheses: Formulates a null hypothesis regarding the lack of a significant relationship between role stress and teaching experience.
Delimitations: Sets the geographical and professional boundaries of the study to college teachers in Patiala District.
Methodology: Identifies the descriptive survey method as the primary approach for conducting the investigation.
Sampling: Specifies the cohort of 200 college teachers selected for the study.
Research Tool: Introduces the Organizational Role Stress (ORS) scale by Udai Pareek (1982) as the instrument for data collection.
Findings: Presents the statistical correlation between teaching experience and ten specific sub-dimensions of organizational role stress.
Keywords
Organizational role stress, teaching experience, college teachers, job stress, professional productivity, role overload, role ambiguity, descriptive survey, Patiala District, teaching profession, coping strategies, occupational stress, role stagnation, role isolation, employee health.
Frequently Asked Questions
What is the primary focus of this research?
The research investigates the relationship between organizational role stress and the level of teaching experience among college faculty members.
Which specific geographical area does the study cover?
The study focuses exclusively on college teachers located within the Patiala District of Punjab.
What is the main objective of the paper?
The goal is to analyze dimensions of organizational role stress and determine if they correlate significantly with the amount of teaching experience an educator possesses.
Which methodology was applied in this investigation?
A descriptive survey method was employed to collect and analyze data from a sample of 200 teachers.
What does the main body cover?
The main body covers the theoretical background of stress, the problem statement, research tools, methodology, and the presentation of empirical findings via correlation tables.
Which key terminology is central to this study?
Central terms include organizational role stress, role overload, role stagnation, role isolation, and professional experience.
How was organizational role stress measured?
The study utilized the Organizational Role Stress (ORS) scale developed by Udai Pareek (1982).
What was the outcome regarding the hypothesis?
The null hypothesis was rejected, as the study found a significant relationship where increased teaching experience tends to correlate with reduced stress levels.
Who is the intended audience for this research?
The study is intended for educational researchers, university administrators, and policy makers interested in teacher welfare and organizational psychology.
Does the study distinguish between different types of stress?
Yes, the study breaks down stress into ten sub-dimensions, including role stagnation, role overload, role isolation, and resource inadequacy.
- Citar trabajo
- Ruchi Sachdeva (Autor), 2016, Organizational Role Stress In Relation To Teaching Experiences, Múnich, GRIN Verlag, https://www.grin.com/document/340652
