1.1.

CONCEPT, MEANING AND DEFINITION OF STRESS

Stress is a term heard to often that its meaning is frequently distorted and its

implications are taken for granted.

In todays world, everybody, radio and

newspapers. Stress is an universal feature of life and no one can live without experiencing some degree of stress. On may assume that only serious or intensive physical or mental injury can cause stress. This is not true ; in fact ; traveling in a crowded bus / train or even sheer joy is enough civilization, human organism is subjected to stressful events ; and it is self-evident that birth itself is stressful like other biological milestones such as crawling and walking. Infants also experience stress although independent of their own action in which aversive or defensive coping behaviour (such as crying) are likely result. For the pre-school child, environment plays an important role in experiencing stressful events. Stressful experience may exert different effects at different events. Stressful experience may exert different effects at different ages. Almost any unanticipated happening or an anticipated events, with full of threat, causes the speeding-up of bodily processes. Any kind of excitement is also a stress, in the physiologists sense of interpretation. The term stress means different things to different people ; and the laymen and professional alike are familiar with it. The term stress has been derived from technical sciences where it indicates an excessive and detrimental overloading of objects. Metals like steel have a certain strain capacity, but on exceeding certain values a rupture or fracture occurs. The term was used in this sense in the nineteenth concept appeared in medical sciences to indicate overloading of the human body. Cannon (1935) related it to homeostatic tendencies in the body. He contributed much to the relation between stress and the development of somatic disorders like cardiovascular diseases. Selye (1956) believed that if sympathetic nervous system and endocrine system are activated in a certain way, for example, by extreme coldness or great excitement an individual can be said to be under stress. Extreme stimulations of a divergent nature bring about a certain typical endocrine reaction pattern. Specific stimulations are not connected with specific reactions : Selye

was not particularly interested in the causes (stimuli) ; more importance to him was to universal reaction pattern (General Adaptation Syndrome or GAS) occurring in characteristics phases. Although stress reaction depends on what an individual considers dangerous or threatening, people very greatly in general vulnerability to stress. If a person is marginally adjusted, the slightest frustration or pressure may be highly stressful. Lack of external supports either personal or material makes a given stress more severe and weakens an individuals capacity to cope with it. Generally, the determinants of stress include : a) b) c) d) e) f) g) personality characteristics role overload role conflict role ambiguity role stagnation and mid-life crisis absence of social support and role incompatibility In a study of managerial stress experiences, Shukla (1990) has concluded that it may be more accurate to look at stress as a pattern of inter-related experiences rather than as one single experience. The stress due to lack of freedom at work is as the experience of stress due to an inter-personal encounter. He has also conceded that pattern of stressful experiences appears to be unique to an individual, or a group of individuals and it may be determined by the life-situations of the individual(s), as well as their personality. Every human being has his own understanding of stress, because all demands of adaptability do evoke the stress phenomenon. Selye (1974) beautifully summarized the nature of stress in the following words :

Everybody knows what stress is and yet nobody knows what it is. The term stress has been used in so many different contexts that there is confusion regarding the exact meaning of the term. Few definitions of stress are given below ; and they are useful according to scope and clarity. Stress is any condition and disturbs normal functioning. (Arnold, 1960) Stress is a non-specific response of the body to any demand (Selye, 1974) Stress refers to physiological, behavioural and cognitive response to events appraised as threatening or exceeding ones coping responses and options. Stress is the state of an organism where he perceives that his well-being is endangered and that he must divert all his energies to its protection (Coffer and Appley, 1964) Stress is a dynamic state within an organism in response to a demand for adaptation. (Wolff, 1968) Stress is a stimulus or situation to whih man reacts with learned coping mechanisms activated by homeostasis principle and fuelled by energies which are in finite supply. (Caplan, 1964, Marshal and Cooper, 1979)

Perhaps, no construct in psycho-social research has been more difficult to define that stress. Therefore, there is clearly no satisfactory definition of stress which encompasses the social, psychological and biological issues as they pertain to individual. Stress is multi faceted in nature and stress respnse arousal involves every set of organs and tissues in our body. Thoughts and feelings are clearly inter wined with these physiological processes.

1.2.

STRESSES IN LIFE
When we consider work stress in particular, research indicates six major

sources of pressures (Cartwright and Cooper, 1997). These are as follows :

Factors intrinsic to the job : work under load and overload.

When a persons role to poor working

conditions, shift work, long hours, travel, risk and danger, poor technology,

Role in the Organization : When a persons role in a organization is clearly defined, stress can be kept to a minimum. Whereas Cartwright and Cooper mention only three aspects, Pareek (1993) has provided a fairly comprehensive list of stresses commonly encountered with reference to ones role in the organization.

Relationships at work : As early as in 1946, Selye has pointed out that good relationships between members of a group are a key factor in individual and organizational health. There are three critical interpersonal relationship at work relationship with ones boss, those with ones subordinates, and those with ones colleagues.

Career development factor : Includes the degree of job security, fear of job loss, obsolescence of ones skills and capabilities and retirement. For many workers, career progression is of overriding importance. Performance appraisals (actual or even the fear of potential appraisal) can be an extremely stressful experience.

Organizational structure and climate : Non-participation at work and a general lack of control in the organization are related to a variety of stress related symptoms.

Non-work pressures : Include pressures on the home front due to job stress. Another commonly seen effect is that due to dual careers, especially for women. The dual career family model may be a source of stress for men a swell. The amount of time they are able to devote to their jobs, the degree of mobility they have, the acceptance of transfers change if the wife is also working. On the basis of this description, the causes of stress may be summarized as

follows :

Sources at Home Daily hassles of life Major life stresses Stress and the life cycle (adolescence, adulthood, old age) Relocation (due to man-made projects, natural calamities, bereavement of spouse, retirement, old age)

Sources of Work Daily hassles at work Organizational role stress Interpersonal relationships stress Career development associated stress Stress due to the organizational culture and climate Since no individual is totally relegated to the home or the work sphere, the various sources interact with each other. This produces a third source of stress.

Sources from the Home-Job Interface Intrapsychic pressures due to the peculiar personality of the person, for example, excessive anger, depression proneness, Type A authoritarian attitudes, irrational thinking Dual career stress in the husband, the wife and children. Transfers and relocation due to jobs Stress associated with non-traditional families, e.g., single parent, divorce, separation.

1.3.

STRESS EXPERIENCED BY SCHOOL STUDENT

Student-life coincides with adolescence, and stress can manifest in children

as a reaction to the changes in life in addition to academic pressures. Children become more self aware and self-conscious, and their thinking becomes more critical and complex. At the same time, children often lack in academic motivation and performance, as their attention is divided among a lot many things, especially creating and identity for themselves. Stress is created by parental pressure to perform and to stand out among other children. When they cant rise up to the expectation, or during the process of meeting it, children my suffer from frustration, physical stress, aggression, undesirable complexes, and depression. Students who are under-performers, develop negative traits such as shyness, unfriendliness, jealousy, and may retreat into their own world to become loners.

Over scheduling a students like can put them under stress. A childs in school and after school activities should be carefully arranged to give them some breathing space. Parents may want him to learn music, painting or be outstanding in a particular sport. So many things are crammed in to their schedule, unmindful (often) of the childrens choices and capabilities that it puts a lot of mental pressure on them in an effort to fulfill their parents wishes.

School systems cram students with a tremendous amount of homework, which they usually have to complete spending their evenings, weekends and most of the vacations. Unable to find enough time of their own, students often lose interest in studies and under perform. They often feel stress by being asked to do too much in too little a time. When effortless learning does not take place, these students lose confidence, motivation and interest, and this creates more stress.

Another major student stressor is perhaps the middle school malaises, which refers to the physio-psychological transition of students from elementary to junior high school. Researchers at the University of Michigan have studied this transition from elementary to middle school and have found that : On average, childrens grades drop dramatically during the first year of middle school compared to their grades to their grades in elementary school. After moving to junior high school, children become less interested in school and less self-assured about their abilities. Compared to elementary schools, middle schools are more controlling, less cognitively challenging and focus more on competition and comparing students abilities.

CHAPTER II REVIEW OF RELATED LITERATURE

2.0. 2.1. 2.2.

Introduction Need for Related Studies Classification of the Studies

2.2.1. Studies Conducted in India 2.2.2. Studies Conducted in Abroad 2.3. Analogy of the study

CHAPTER II REVIEW OF RELATED LITERATURE

2.0. Introduction This chapter presents a review of studies related to the present investigation. This chapter includes four sections. The first section deals with the need for the study. In the second section, the studies conducted in India are presented briefly. The third section explains briefly, the studies conducted in the related area abroad. The fourth section covers the synthesis of the related studies. 2.1. Need for Related Studies A review of related literature pertaining to the problem on the investigation is a fundamental importance of the research. Every investigator must know what source are available in his field of enquiry, which of them, the investigator is likely to use and where and how to use them. According to Best (1977) A brief summary of previous research and the writings of recognized experts provide evidence and research is familiar with what is already known and with what is still unknown and untested. This step helps to eliminate the duplication of what has been done and provides useful hypothesis and helpful suggestions for significant investigation. for any worthwhile study in any field of knowledge the researcher needs an adequate familiarity with the literary and its many resources ; Only there will achievement of an effective search for specialized knowledge possible. Though a time consuming process, review of related literature is a very fruitful process for research programme.

2.2.

Classification of the Students The investigator reviewed 23 studies related to the present one and two

classifications, the first one deals with 12 studies identified on self and other Psychological variables among Head Mistress / Head Mistresses and teachers in primary school. The second one reports the 11 studies conducted abroad on stress. 2.2.1. Studies Conducted in India The investigator identified 12 studies conducted in India on stress and other psychological variables. As the investigator did not find more studies exactly on stress, the investigator has taken the studies consisted on other psychological variables like anxiety, emotion, attitude etc. Among not only he heads of the institutions but also the teachers of different standards. The study was conduced in simulation as well as in read classroom situations using a non-equivalent control group design for both the pilot and the final phases. The sample consisted of 30 (10 for pilot and 20 for final study) male student-teachers of the B.Ed., class offering English as one of their teaching subjects from teacher-education departments of two affiliated colleges of Gorakhpur University, and 250 (50 for pilot and 200 for final study) students of class VII of three practicing schools of those two teacher education departments situated in rural areas. The tools of study were a self-made achievement test of English language comprehension, the Baroda General Teaching competency scale, observation schedules and evaluation pro-from as for each skill, and an audio-type recorder. Child-square and t-test were the main statistical techniques used for testing the hypotheses. The major findings of the study were : 1. Student teacher treated with the technique of skill-based microteaching were found to be more effective in General Teaching Competency then those trained in the traditional method of teaching English.

2.

Microteaching technique had proved itself to be a more effective teacher training technique than the traditional method when subjected to factorial analysis of variances.

3.

Each of the five skills depicted significant improvement in the case of microteaching when compared on the basis of the data of post teaching sessions of both the methods under study.

4.

The analysis of data demonstrated significantly higher effectiveness of microteaching technique in the academic achievement of students in real classroom settings. Khan 91987) made a comparative study of Personality Characteristics of

Physical Education Teachers and General Education Teachers. The purpose of the study was to evaluate and compare the personality characteristics of physical education teachers and general education teachers in the following areas : (i) home adjustment, (ii) health adjustment (iii) social adjustment (iv) emotional adjustment (v) occupational adjustment (vi) general adjustment (vii) neuroticism (vii) medical fitness and (ix) motor fitness. The sample for the study consisted of 300 randomly chosen teachers from selected districts of Jammu and Kashmir State. Out of these 300 teachers, 150 belonged to physical education and 150 to general education category. The findings were 1. On the whole physical education teachers were found significantly better adjusted, socially, emotionally, occupationally and also with respect to health as well as home adjustment than the general educational teacher. 2. 3. The neurotic tendency among the general education teachers was significantly more predominant than among physical education teachers. More than 50 percent of the physical education teachers failed to maintain even normal physical fitness.

A study of meaning in Life, Stress and Burnout in Teachers of Secondary Schools in Calcutta was conducted by Misra 91986). The objectives of the inquiry were 1. 2. To study if teachers varied in the degree of overall meaning in life and if they showed a trend toward low or high meaning. To identify important sources of meaning in the personal and professional life of teachers and to investigate if teachers varied in the degree of meaning derived from these sources. 3. 4. 5. 6. To find out the relationship, if any, among the different measures of meaning in life. To identify the main sources of stress in teaching and to investigate if teachers varied in the extent to experienced Stress. To study if teachers varied in the extent of perceived burnout, and To study the relationship between stress and burnout, meaning in life and stress and meaning in life and burnout in teachers. The tools used for data collection were moholicks (1969) purpose in Life Test, Maslach and jacksons (1981) Inventory for study of Burnout, and a scale and interview schedules prepared by the investigator for measurement of stress and other background variables. were used for analysis of data. The findings of the study were 1. 2. Meaningfulness of life of the teachers was quite high according to their own perception. Meaning in professional life was derived primarily from psychic rewards obtained from task-related outcomes and relationships with students. The sample comprised 345 teacher training institutions of the study. Descriptive and non-parametric statistical techniques

3.

All the measures of meaning in life, namely, self-reported meaning in life, sources of meaning in life, and sources of meaning in teaching had a positive relationship with meaning of life.

4. 5. 6. 7. 8. 9. 10.

The relationship between stress studied through test and stress reported by teachers was highly significant. Age difference was significant with regard to stress of teachers The sample teachers had a lower degree of burnout. Sex difference was significant on the burnout variable Stress was positively related to burnout with regard to emotional exhaustion of depersonalization There was a negative relationship between meaning in life and stress and stress variables measured by tests as well as self-reporting items. A comparatively low level of meaning in life was identified among the sample teachers. Mistry (1985) conducted a study on need achievement, job satisfaction, job

involvement as a function of role Stress locus of control and participation in Academic climate. A study of college and secondary teachers. The investigation was an attempt to fill some of the gaps in the existing field of knowledge regarding job satisfaction, job involvement and n-achievement as outcome variables of locus of control, motivational climate, participation in academic climate and various types of role stresses the teaching population faced. In the study, six different research tools were employed to collect the data the satisfaction dissatisfaction Employers Inventory developed and standardized by pestonjee, used to assess job satisfaction ; the social relation inventory developed by Rotter and adapted by Hasan, used to assess the internality externality dimensions of personality, a Your feelings about your role scale developed by Pareek, used to measure the extent of role stress, a Motivational analysis of organizations (MAO) questionnaire developed by Parreek, used to asses organizational academic climate, a Psychological participation Index

developed and standardized pestionjee, used to assess the extent of psychological participation and General inventory prepared for the study to gather general information about age, tenure, socio-economic condition etc., and information pertaining the job. Two hundred and two subjects were selected from colleges and secondary schools of Ahmedabad. Multiple regression analysis was carried out to estimate the contribution of various independent variables to three dependent variables job satisfaction. Major findings were 1. 2. No significant relationships were observed between locus of control and various dimensions of job satisfactions. The climate of academic motivation was found to be significantly associated with such dimensions as job satisfaction, involvement as well as overall satisfaction. 3. 4. 5. 6. 7. The climate of control was found to be negatively correctively with on the job aspect of job satisfaction and with total job satisfaction. The climate of dependency has no effect on various aspects of job satisfaction and job involvement. Job involvement was found, to be significantly and positively related with difference job satisfaction. Self-role distance was found to be significantly but negatively correlated with all the dimensions of job satisfaction. Inter-role distance, role-stagnation, role-ambiguity, role-overload, roleinadequacy and overall indices of role-stress had been found to be negatively associated with all but social relations dimensions of job satisfaction. An evaluation of the factors that affect the teacher moral in school setting was conducted by Mohan (1985). The objective of the study was to make an evaluation of the various factors that affected teacher morale. The study employed the normative survey method of reach. The toal sample included 400 teachers

working in secondary schools of Srikakulam, Visakhapatnam, and East Godavari districts of Andhra University. The stratified sampling technique was employed. Six variables, viz, six, educational, qualifications, designation of a teacher, teaching experience, nature of school management and locality were considered for drawing the sample. A secondary school teacher morale opinionaire I (SSTMO-I) was constructed on the lines of the Likert method of summated ratings. This tool measured ten factors, viz, satisfaction with teaching, service conditions, fringe benefits, teaching load, recognition, personal characteristics, a vocational activities, change proneness, academic improvement and sharing of responsibilities. The statistical techniques of central tendency, variability, skew ness, kurtosis, t-ratio, Anova and correlation were employed for the analysis of the data. 1. Six factors, viz academic improvement, change proneness, a vocational activities, teaching load, recognition and personal characteristics, which belonged to the major factor of professional growth, influenced teacher morale. 2. 3. 4. Factors such as sharing of responsibilities, service conditions, satisfaction with teaching and fringe benefits had no marked effect on teacher morale. Factors relating to professional growth revealed that academic improvement, change proneness and vocational influenced teacher morale. Teaching load, recognition, personal characteristics of the teacher influenced teacher morale to some extent. Prabakaran, (2000) made a stud on learners and teachers stress in computer science courses at tertiary level. The purpose of the study was to identify different factors that are responsible for learners and teachers stress in computer science courses at tertiary level. The sample for the study consisted of 260 learners and 18 teachers randomly selected from two college one is privte and the other is government college at Salem. Two types of questionnaires were used for data collection (one for learners and another for teachers). Descriptive and parametric

statistical techniques were used for the analysis of data. The salient findings of the study were when compared with learners, teachers, undergo more stress, learners, of high economic group have more stress and there exists relationship between parental occupational background and learners stress scores. A study of the Self concept of the Prospective Teachers was conducted by Rai (1983). The objectives of the inquiry were : i. ii. iii. iv. To study the nature and extent of self-concept of prospective teachers. To study sex, rural-urban, religious and caste differences in the self-concept of prospective teachers. To study the relationship of self-concept with intelligence and adjustment and To predict self-concept on the basis of intelligence and adjustment scores. The study was conducted with a normative survey design on a sample of 603 prospective teachers drawn from seven teachers training institutions of Varanasi. The data were collected with the help of Joshis group test of general mental ability, Sexenas Adjustment Inventory and a teacher self-concept scale constructed and standardized by the investigator. For analyzing the data and drawing conclusions mean, SD, t-test, analysis of variance, coefficient of correlation and multiple regression analysis were used. Some of the important findings were : 1. 2. The self-concept of prospective teachers was positive Female unmarried, post graduate and Hindu prospective teachers had significantly better self-concept than their male, married graduate and nonHindu counterparts respectively. 3. The relationship between self-concept, adjustment and intelligence was positive and significant.

RAJ 91984) Made a study of the Organization and administration of student teaching programmes in the secondary teacher education institution. The purpose of the study was to provide and adequate description of the present status of student teaching programmes in teacher training colleges in the northern region of India. The objectives of the study were : 1. ii. iii. iv. To determine the current organizational and administrative practices in the student teaching programmes. To study the current supervisory practices in the student teaching programmes. To ascertain the preparation of the student before going into actual student teaching experience. To determine the current duties of the person in charge of students teaching the college supervisor, and the cooperative teacher of the cooperating school. v. vi. vii. ix. To identify innovative concepts in the student teaching programme To explore the most desirable features of the student teaching programme. To obtain opinions of teachers in charge of secondary student teaching for the improvement of the present programme, and To make recommendations for the improvement of student teaching programmes. Statistical techniques such as percentage, frequency, measures of central tendency and chi-square test were used. A representative sample of 80 out of 186 secondary teacher education institutions of the northern region of India was taken for the study. The findings of this study were 1. The nature of the organization and administration of student teaching programmes showed considerable diversity in terms of practices.

2.

The recommendations of several expert committees, seminars, conferences, study groups and commissions regarding and qualitative improvement of student teaching programmes had not been implemented in the teacher training institutions so far.

3.

In general, pre-student teaching experience provided to students by the teacher training institutions was not sufficient in terms of skills and techniques of teaching required and his classroom situation.

4. 5.

Many institutions had audio-visual materials and equipment available with them but were not utilizing them properly. In a majority of institutions the title of the person looking after the student teaching programme was In charge of student teaching. These persons devoted about 20 percent of their time for the student teaching programme. Consequently, they could not attend to many important duties related to the organization and administration of the student teaching progamme required of the In charge of student teaching.

6. 7.

In general, the In charge of students teaching the college supervisor, and the cooperating teacher held adequate academic and professional qualifications. The majority of institutions assigned 20 student teachers to each college supervisor. A study of Role conflict and its effect on role performance of extrovert and

introvert senior secondary school teachers of Delhi University, Ramgopal (1987). The objectives of the study were to find out (i) the role performance of extrovert and introvert school teachers with regard to their high and low role conflict, (ii) the difference between the high and low role conflict grous of extrovert school teachers (iii) the difference between the high and low role conflict groups of introvert school teachers.

The sample of the study consisted of 200 teachers selected from 20 schools of two zones of the north district of the Delhi Administration. The tools used in the study were : 1. 2. 3. 4. The locally prepared Teachers Role conception inventory The locally prepared Principals Friends and students Expectations of Teachers Role Inventory. The locally prepared Teachers Role performance Inventory The Maudsley Personality inventory adopted by jalota dn Kapoor. The data were analyzed with the help of t-test. The findings of the study were : 1. The extrovert teachers who had high role conflict demonstrated poor role performance as compared to those extrovert teachers who had low role conflict. 2. 3. 4. 5. The high role conflict resulted in poor performance among introvert teachers. The extrovert school teachers were not equally affected by the role conflict persisting in their schools. The introvert school teachers differed significantly with regard to their high and low role conflict group. The extrovert and introvert school teacher having high role conflict did not differ with regard to their role performance. A study of qualities, values, attitudes, activities and adaptation of teacher educators, special reference to Avadh Area, was conducted by Srivastav, (1986). The objectives of the investigation were to study the social, economic and educational qualities of teacher educators.

1. 2. 3.

To know the quantity and quality of their work To study their service conditions, participation in co-curricular activities, etc. To analyze the attachment of teacher-educators to certain values. The investigation was a survey type study. The sample of the study

consisted of 73 teacher-educators working in all the ten affiliated college of Avadh University having B.Ed., classes. The tools of the study were a questionnaire and a two-point scale for measuring job satisfaction. Besides these tools, personal discussion with the educators and perusal of office, university and teachers organization records was also undertaken. The data were tabulated and analyses using percentages. The main findings of the study were : 1. Teacher educators were mostly upper-caste Hindu, male, married and were mostly upper-caste Hindu, male, married and were permanent and service. None of the training departments of colleges had female teacher-educators. 2. Mostly the educators were form joint families. Their parents were more educated than their grandparents. A sizeable number came from families related to the teaching profession. 3. The educational background of the teaching-educators was of medium level. They were not found to be much interested in co-curricular activities during their student life. 4. A few teacher educators had also experience of teaching at primary level. Vyas (1982) made a study on Relationship of selected factors with the teaching success of prospective teachers of Rajasthan.

The main purpose of the study was to examine the relationship of certain factors (predictors) such as age, academic achievement, verbal and nonverbal intelligence, personality adjustment, self-perception, attitude towards teaching, teaching aptitude and socio-economic status of the prospective teachers with their teaching success criteria such as supervisors ratings, self rating, university practical marks, total practical assessment university theory marks and university total marks. Apart from this, other subsidiary objectives were 1. 2. 3. 4. 5. To study the relationship among the proposed predictors and teaching success of prospective teachers in the case of total sample. To study the relationship among the proposed predictors and the teaching success of the prospective male teachers. To study the relationship among proposed predictors and the teaching success of prospective female teachers. To study the relationship among the proposed predictors in the case of total, male and female prospective teachers. To study the relationship among the proposed criteria in the case of total make and female teachers. The findings of the study were : 1. Age was significantly related to the criterion variable, supervisors ratings in the case of the total sample. It was also significantly related to criterion variables, university practical marks and total practical assessment, in the case of total and male sample. But age was not significantly related to the criterion variables, self-rating, university theory marks and university total marks, in all the categories of the sample. 2. Academic achievement was significantly related with supervisors rating, university practical marks, total practical assessment, university theory marks and university total marks, in the case of total, male and female, samples of prospective teachers.

3.

Verbal intelligence was significantly related with supervisors rating, university practical marks, total practical assessment, university theory marks, and university total marks in case of total and female samples. In the case of the male sample this predictor variable revealed a significant relationship with supervisors ratings and university theory marks. Wangoo, (1984) conducted a study on Teacher personality Correlates and

Scholastic Competence as related to Teacher Effectiveness. The major aim of the inquiry was to study teacher personality correlates and scholastic competence as related to effective teaching. The sample consisted of 500 teachers drawn from higher secondary schools of Srinagar district and its out skirts (Jammu and Kashmir State), teaching science, mathematics and English to pre-university classes. Only male teachers falling in the age group of 30-35 years and holding an M.A / M.Sc., degree in his subject along with a B.Ed., degree were taken into account. Further, only those teachers were considered who had been teaching the same subject in the same school for the last three years. The major finding was : Personality adjustment, democratic leadership, a high degree of intelligence and emotional control were the main characteristics that went with teacher effectiveness. A study of Relationship between Personal Values, Needs, Job Adjustment, Temperament, Academic career of Secondary School Teachers with their teaching behaviours, was conducted by Zuberi, (1984) The objectives of the investigation were to study 1. 2. Classroom behaviors of teachers Classroom behaviors of indirect-direct teachers, and

3.

The relationship between values, needs, job adjustment, temperament, academic careers of school teachers and their teaching behaviours. Data on the classroom behaviours of teachers were collected from a sample

of 200 male teachers with the help of a modified version of Flanderss Interaction Analysis category system. the relationship between these five independent variables and teachers behaviours was studied by the help of the product-moment coefficient of correlation and t-test for the significance of difference between means. The major findings of the study are (1) about two-thirds and one-sixth of the total interaction time was spent on teacher and pupil talk respectively. About a fifth of the time was utilized in activities that promoted learning but required to taking. 2.2.2. Studies Conducted in Abroad The investigator identified 11 studies conducted abroad. Many studies

conducted abroad were located by the investigator on Stress, but the samples selected in the study were neither heads of their institutions nor teachers. The samples selected on the study were elate adolescent women, newly married couples, on co logy in nurses, older good and poor sleepers, workers and so on. Balfour et al (1993) conducted a study on dietary dis-inhibition, perceived Stress, and glucose control in young type 1 diabetic women. Examination the relationship of stress, dietary dis-inhibition and blood glucose control in diabetic young women was the goal of this study. 654 diabetic girls and women, ranging in age from 12 to 26 years, completed eating behaviors and perceived stress scales during regular clinic visits. Blood glucose control was assessed by concurrent glycosylated hemoglobin measurements. Multiple regression analyses indicated that high levels of perceived stress predicted dietary

disinhibition and that within the age range studied, young women were more likely than early adolescent girls to perceive their life as stressful. Contrary to previous findings that failed to show that stress can indirectly affect glucose control by interfering with compliance behaviours the present work indicted a stress. Dieter disinhibition, Disinhibition interaction in predicting glucose control. Blood glucose control was poorest in those diabetic women who both perceived their lives as stressful and reported medium to high disinhibition. Blood glucose control was unrelated to stress in young women who reported low levels of disinhibition. These results have implications for the development of specific interventions for young diabetic women who perceive their lives as stressful and who respond to stress by eating. Cohen et al (1993) made a study on Negative live events, perceived stress, negative affect, and susceptibility to the common cold. After completing questionnaires assessing stressful life events, perceived stress, and negative affect, 394 healthy SS were intentiionally exposed to a common cold virus, quarantined, and monitored for the development of biologically verified clinical illness. Consistent with the hypothesis that psychological stress increases susceptibility to infectious agents ; higher scores on each of the 3 stress scales were associated with greater risk of developing a cold. However, the relation between stressful life events and illness was mediated by a different biologic process than were relations between perceived stress and illness and negative affect and illness. That these scales have independent relations with illness and that these relations are mediated by different processes challenges the assumption that perceptions of stress and negative affect are necessary for stressful life events to influence disease risk. Daley et al (1997) made a study on Predictors of the generation of episodic stress ; A longitudinal study of late adolescent women.

The effects of depression and Axis I co morbidity on subsequent self generated life stress were examined in a longitudinal sample of 134 late adolescent women. The results indicated that specific forms of psychopathology constitute a risk factor for future self-generated episodic stress, even when controlling for prior chronic stress. Co morbid depression had a particularly salient effect in the The effects of family prediction of stress related to interpersonal conflicts.

psychopathology and sociotorpy were mediated through participant psychiatric status, whereas autonomy made an independent contribution to the prediction of episodic stress. These results support C.Hammens (1991) stress generation model in a community sample, demonstrating how individuals with depression play a role in the creation of stress, and also refine prior work by showing that only the comorbid from depression is associated with subsequent conflict-related stress. Daley et.al (1998) conducted a study an Axis II Symptomatology, depression, and life stress during the transition from adolescence to adulthood. This study examined 2 models of the relationship between personality disorder symptomatology and depression, incorporating life stress as an intervening variable. In a community sample of late adolescent women, symptoms of Cluster B disorder predicted interpersonal chronic stress and self generated episodic stress over 2 years, controlling for initial depression. Cluster A symptoms also predicted subsequent chronic interpersonal stress, over initial depression. Cluster C pathology did not predict subsequent stress. Personality disorder symptomatology was also associated with mediation model whereby women with higher levels of initial personality disturbance in Clusters A and B generated excessive amounts of episodic tress and interpersonal chronic stress in the next 2 years, which, in turn, increased vulnerability for depressive symptoms. A moderation model, whereby the presence of greater personality disorder symptoms would increase the likelihood of depression in response to stress, was not supported.

Davila et.al (1997) conducted a study on Material functioning and depressive symptoms : Evidence for a stress generation model. The present study applied C.L.Hammens (1991) stress generation model to depressive symptoms in the context of marriage. lead to increased depressive symptoms. The authors predicted that depressive symptoms would lead to increased marital stress, which would in turn Social support processes were hypothesized to function as a mechanism by which dysphonic spouses generate stress. Hypotheses were tested in a sample of 154 newlywed couples. Depressive symptoms, marital stress, support perceptions, and support behaviour (assessed using observational procedures) were assessed initially and 1 year later. Results provided evidence of marital stress generation among wives, and social support processes functioned as a mechanism of stress generation for wives. Results highlight the cyclical course of dyphoria and stress among wives. Decker et. al (1993) made a study on Dimensions of work appraisal : Stress, strain, coping, job satisfaction, and negative affectively. Stress, strain and coping were measured by S.H Osipow and A.R.Spokanes (1987) Occupational stress Inventory with 249 adults in 75 occupations ; results supported the validity of the inventory. Higher stress predicted higher strain and lower job satisfaction ; the converse was true for coping, although the copingsatisfaction link was weak. In hierarchical regression analysis, predictor variables were gender, age, education, job tenure, negative affectivity, 6 stress measures, and 4 coping measures. Outcome variables were 4 measures of occupational strain (vocational, psychological, interpersonal and physical) and 3 measures of job satisfaction (intrinsic, extrinsic, and general). The 7 hierarchical regressions revealed strong strain and stress-job satisfaction relationships ; negative affectively had variable impacts on strain but little influence on job satisfaction.

Florio et. al (1998) made a study on the structure of work-related stress and coping among oncology nurses in high-stress medical settings : A transactional analysis. A transactional approach was used to examine stress and coping among 59 oncology nurses. Nine work stress clusters were identified: Physician-Related stress. Organizational factors, observing suffering, ethical concerns, death and dying, carryover stress, Negative self-thoughts, inadequate resources, and coworker stress, with the first 3 rated as most frequent and most intense. Ten coping clusters were also identified : Coworker support, positive reappraisal, developing a growth balancing work stress, negative coping, apathy, withdrawal, and catharsis, with the first 3 rated as most frequently used and most effective. The relationships among the clusters, as well as the theoretical and clinical implications of these results, were discussed. Friedman et.al (1995) made a study on Perceptions of life Stress and chronic insomnia in older adults. This study compared the level of self-reported Stress of 42 older good sleepers (M age =68.2 years) and 42 poor sleepers 9M age = 68.7 years). The relations among subjective ratings of sleep, level of perceived stress, and negative mood were analyzed for each group. Good and poor sleepers reported similar amounts of life stress, but the relations between life stress and sleep perceptions different for the 2 groups. Specifically, within the group of poor sleepers, those with higher life stress had greater difficulty falling asleep and less early morning waking than did poor sleepers with lower life stress. There was no association between life stress and any sleep measures for good sleepers. These results are compatible with the any sleep that good and poor sleepers may have different susceptibilities to poor sleep despite experiencing similar stressful life events.

Kiselica et.al (1994) made a study of Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents. The effectiveness of a preventive stress inoculation program for adolescents that consists of a blend of progressive muscle relaxation, cognitive restructuring, and assertiveness training was examined. Trainees were compared with an empirically derived control group on measures of anxiety, stress, and academic performance. Compared with the bi-directional relation between life events and self-reported depression was examined across a 1-year period. With time 1 depression controlled, Time 2 stress accounted for an additional 10% of time 2 depressive symptoms. Health related stress family violence, and financial stress at time 2 predicted times 2 depressions after control for time 1 depression. With time 1 stress controlled, time 2 depression accounted for 8% of the variance in time 2 stress. Time 2 depression predicted time 2health related stress, financial stress, household changes, spouse partner stress, family violence stress, and substance abuse stress, controlling for each of these stressors at time 1. The results describe a complex relation between stress and depression and suggest that the relation between stress and depression is moderated by the type of stress. Patterson et.al (1995) conduced a study on stress-induced

hemoconcentration of blood cells and lipids in healthy women during acture psychological stress. This study examined the effects of psychological stress on hemo concentration in women. Hematological and homodynamic variables were assessed in 17 women before and after a 3-min speech task. Significant changes in hematocrit, hemoglobin levels, read and white blood cell (WBC) count, and calculated plasma volume occurred during psychological stress (all ps<.05). Significant increases ere also observed for total cholesterol, triglycerides, high density lipoprotein cholesterol, low density lipoprotein cholesterol, and free fatty acid (FFA : all ps<.05) during stress. After statistically correcting for the

homoconcentration effects of decreased plasma volume during stress, only WBC count and FFA concentration remained significantly elevated during the stress task (p<0.006) and p<.05, respectively). In sum, acute stress alters hemoconcentration in women, which in turn can account for most stress induced changes in lipids. Vagg et.al (1999) made a study on the job stress survey : assessing perceived severity and frequency of occurrence of generic sources of stress in the workplace. The authors are pleased that (a) the need to assess the perceived severity and frequency of occurrence of specific sources of occupational stress was acknowledged and (b) job pressure and lack of organizational support were recognized as key dimensions of stress in the workplace. In addressing concerns about the independence of jSS severity and frequency ratings and the utility of the JSS for assessing jobs with extensive person machine interactions, the authors noted that correlations among JSS severity and frequency scores were relative low, and that person-focused stressor items were relevant for employees with personmachine jobs because must workers are required to deal with supervisors and fellow employees. It was concluded that the JSS provides important information about sources of occupational stress that can adversely effect the health and productivity of men and women employed in a wide variety of work settings. 2.3. Analogy of the Study Out of 24 studies identified by the investigator, 12 studies were conducted in India and the remaining was conducted abroad. Among the 12 studies in India, three studies were exactly on stress (Misra 1986 ; Mistry, 1985 and Prabakaran 2000) and the remaining studies were related to other psychological variables like anxiety, personal characteristics, adjustment, self-concept, intelligence, aptitude, leadership qualities, emotion etc. All the 12 studies were of the nature of this type.

The sample selected for the study ranges from 73 to 500. While 6 studies were mdse among teachers of secondary schools, 3 studies were conducted among the teacher educators of a T.T.I (Rai, 1983 : Raj 1984 and Srivastava 1986) and 2 studies were conducted among college as well as teacher educators of T.T.I. (Mistry,1985 and Srivastava 1986). The few findings of the studies are, stress reported by the teachers was significantly high and was positively related to burnout with regard to emotional exhaustion and depersonalization. It was also found that overall integers of role-stress had been found to be negatively associated with all social relations and dimension of job satisfaction. All the 11 studies conducted abroad, are related to stress. Out of the 11 studies, 6 studies were of survey research and the remaining 5 belonged to experimental research (Balfour et.al 1993) Cohen et.al 1993 ; Daley et.al 1997 ; Kiselica et.al 1994 and Patreson et.al 1985). The sample for the survey research was from 17 to 394 but for the experimental research they were from 59 to 249. The samples selected for the study were neither teachers nor headmasters but late adolescent women, newly married couples, oncology in nurses, older good and poor sleepers, workers etc. The salient findings for the above studies were, blood glucose control was unrelated to stress in young women, the relation between stressful life events, and illness was mediated by different biological process, greater personality disorder symptoms would increase the likelihood of depression in relation to stress was not supported, the existence of cyclical course of dysphasia and stress among wives and so on. Though the studies were not conducted among the headmasters / head mistress of schools but all the above studies were conducted with relation to stress. The forthcoming chapter deals with methodology of the study.

CHAPTER III METHODOLOGY

3.0. 3.1. 3.2. 3.3. 3.4. Introduction Design of the Study Objectives of the Study Hypothesis of the Study Statement of the Problem

3.4.1. Definitions for important terms 3.5. Methodology

3.5.1. Variables in the Study 3.5.2. Population and Sample of the Study 3.6. 3.7. Collection of Data Toll used in the Study

3.7.1. Scoring 3.7.2. Norms for Interpretation 3.8. 3.9. Statistical Techniques used Limitations of the study

CHAPTER III METHODOLOGY

3.0. Introduction
The present chapter deals with the methodology. It has ten major sections. The first section deals with the introduction. The second section deals with the design of the study. The third section gives an account of the objectives of the study. The fourth section reveals the hypothesis of the study. The fifth section states the statement of the problem and definitions for important terms. The sixth section provides the methodology in which the type of study. Variables in the study, population and sample of the study and selection of data in which tool used for the collection of data is narrated. The eighth section explains the tool used of the study. The ninth section provides the statistical techniques used for the study. The tenth section covers the limitations of the study.

3.1.

Design of the Study

A carefully drawn research design is like a well-laid path that makes the

reward at its destination. The research procedure has to be clearly spelt out in to its minute details. Kerlinger (1973) has pointed out that research design is a plan, structure and strategy of investigation conceived so as to obtain to control variance. Research design is for facilitating the smooth sailing of the various research operations, thereby making research as efficient as possible yielding maximum information with minimum expenditure of effort, time and money researchers obligation to establish the trust worth ness of all data that he or she draws from documentary sources. Document analysis should serve a useful purpose in yielding information that is helpful in evaluating or explaining social or educational practices. Since there are so many significant areas to be investigated, setting up studies for the pure joy of counting and tabulating has little justification.

As shown in 3.1 the nature of the study was Normative Survey, the variables taken up in the study were stress in general and Mild, Moderate and Severe in particular. The tools used were three point scales. In the present study, the investigator has taken a selected headmasters / headmistresses of the primary schools at Theni District as the population for the study. By suing the systematic random sampling technique, 310 Head Mistress / headmistress were selected as sample for the study. Further classification made on the variables used among the sample was Sex, Educational Qualification, Caste and years of Experience. The tool used in the study was Stress measurement psychological testing standardized by Dr.Latha Sathish in English and was translated in to Tamil by the investigator. The statistical techniques used in the used were Mean, Standard Deviation and t test.

3.2.

Objectives of the Study

The general objectives of the study was to find out the stress levels of heads

of the institutions and the difference on the means cores of stress among the different categories of the heads of the institutions. The specific objectives were : 1. To find out the significant difference in stress level among male and female heads of the institutions. 2. To find out the significant difference in stress level among male and female heads of the institutions with qualifications such as +2, U.G. and P.G. 3. To find out the significant difference in stress level among male and female heads of the institutions with respect to different community they belong such as Sc, MBC and BC.

4.

To find out the significant difference in stress level among male and female heads of the institutions on the basis of different years of teaching experience such as 1-10, 11-20 and more than 20 years.

5.

To find out the significant difference in stress level among male and female heads of the institutions with respect to Sex, Qualifications, Community and different years of experience.

3.3.
1.

Hypothesis of the Study

There is no significant difference of the mean scores of stress among the different categories of the heads of the institutions in total.

2.

There is no significant difference among the male and female heads of the institutions on the mean scores of different categories of stress such as mild, moderate and severe.

3.

There is no significant difference among the heads of the institutions that are having different qualifications such as +2, U.G. and P.G on the mean scores of different categories of stress.

4.

There is no significant difference among the heads of the institutions with respect to different community they belong such as SC, MBC and BC on the mean scores of different categories of stress.

5.

There is no significant difference among the heads of the institutions on the basis of different years of teaching experience such as 1-10, 11-20 and above on the mean cores of different categories of stress.

6.

There is no significant difference on the mean scores of partial control over different stress among the different categories of heads of the institutions with respect to sex, qualifications, community and different years of experience.

3.4.

Statement of the Problem

The teachers in the teaching learning activities to participate, way of

making them to use A.V. Aids, Activity Based Teaching, Joyful Learning etc in the classroom teaching, prevailing conducive organizational climate, making the students to develop their personalities to the maximum extent, all depends on the level of stress on has. The level of stress among the heads of the institutions determines the efficacy of the output of the institutions. while Participating in Different Activities. The investigator conducted a study on Stress Experienced by the Primary School Head Mistress

3.4.1. Definitions for Important Terms

The important terms in the problem are Stress, Primary School and Headmaster. The operational definitions for the terms are given below. a. The Penguin Medical Encyclopedia defines Stress in any influence which disturbs the natural equilibrium of the body, and includes within its reference, physical injury, exposure, deprivation and all kinds of emotional disturbances Generally the Stress refers to the imbalance between the perceived demand and perceived capacity, which may come for variety of reason. In the present study Stress refers to the pre occupation of the mental strain upon the head master / headmistress of an institution. It means that if a heads of the institutions degree of stress arise, efficiency in managing the school activities will be less and vice versa. b. Primary School : The school, which has the standards from 1 to V. The investigator selected the headmasters / headmistresses of those institutions for collecting the date.

c.

Head Mistresses : The female heads of the institutions which have the standards from 1 to V is termed as head Mistresses / Head Mistress. In he present study,178 headmasters and 132 headmistresses were selected.

3.5.

Methodology
The investigator selected the Normative survey Research, as the

investigator felt of the type or research will be more suitable among all other types research. headings. The details of the nature of the study are given in the following

3.5.1. Variables in the Study

The major variable in the study is Stress in general and Mild, Moderate Severe Stress in particular among the headmistresses. The analysis on the sub samples was made on the variables such as Sex, Educational Qualifications, Caste and Years of Experience.

3.5.2. Population and Sample of the Study

The total number of Head Mistress / Head Mistress working in Theni Educational District is the population in the study. The total number of population is 1045 and out of them the required samples were selected.

3.5.3. Selection of Sample

Systematic Random Sampling Technique was used to select the sample of the study. By the classification on Sex, Educational Qualifications, Caste and Year of Experience, the Head Master / Head Mistress were selected systematically as a sample. The total number of samples selected was 310. The sub sample is as fellows.

Sex
Male Female 178 132

Educational Qualifications
+2 U.G. P.G. 157 069 084

Caste
SC MBC BC 054 102 154

Experience
1-10 Years 11-20 Years 21 Years & above 037 063 210

3.6.

Collection of Data
The tool Stress Measurement Psychological Test with three point scale

was administered to 310 samples of different categories. The collected data, was discussed under the 3.5.4. the collected data were classified on the basis of Sex, Educational Qualifications Caste and Year of Experience. While administering the questionnaire the investigator requested the Head Masters / Head Mistresses to read all the items carefully by taking their any time and put tick mark under the appropriate place in the three point scale. The collected questionnaire were scored systematically for data analysis in the study.

3.7.

Toll used in the Study

The questionnaire of measuring Stress-psychological test was developed by

Latha (1988) in English. As the investigator wanted to administer it in mother tongue it was translated in to Tamil. Then the material was given to the two teacher educators to verify the accuracy of the translation by referring the English version. After the translation was over the scale were tried out on a sample of two teacher educators and 30 heads of the institutions. The item reliability value was 0.82. The tool consisting of 52 items arranged from mild stress (last affecting the every day affairs), moderate to severe stress (which affects the adjustment and efficiency of an individual). The tool also has a control Index, where the subject has to record whether he / she had complete, partial or no control over the experienced stress situation. The questionnaire studied the day to day problems encountered / experienced by people and the way they react to it. If the subjects are experienced with the list of events / situations / problems, they have to mark, Yes and No if they have no experienced. If they find any situation, which is not applicable, they may delete them. Moreover, they are expected to indicate the account of control such as Partial, Complete and No control over the situation in which they have given Yes response.

3.7.1. Scoring
The questionnaire with 52 items is divided into 3 categories of stressors according to its severity in affecting an individual normal life. The items from 1 to 17 are classified as Mild Stressors, items from 10 to 35 are classified as Moderate Stress and items from 36 to 52 represent Severe stress. The score is obtained by adding the Yes response.

 The control Index was decided by giving a weight age of 1, 2 or 3 marks against yes items scored as Complete control, Partial control and No control respectively. The index ranges from 0 to 156.

3.7.2. Norms for Interpretation

The fully filled questionnaires were taken for the scoring. Based on the scoring procedures, the questionnaires were scored. Those who scored from 0.51, 52.105 and 106.156 will be termed as Complete control over stress, Partial control over stress and No control over stress. Thus the tool was modified for the use in the study by the investigator.

3.8.

Statistical Techniques Used

The collected data in the study was analyzed by applying different statistical

measures ; mean and standard deviation were calculated for all the variables. t test was used in the present study to find out the significant difference between the two variables on the basis of sex, education qualifications, caste and years of experience. The framed null hypothesis were accepted to rejected based on the t values.

3.9.

Limitations of the Study

The study has been conducted to the Head Mistress / Head Mistresses of three blocks. The investigator conducted the study with 310 samples due to lack of time The investigator found very limited research studies conducted in India regarding stress among the head Mistress / Headmistresses for primary schools. The ensuring chapter deals with the Data Analysis.

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