Relationship Impact of Personal Stress, Locality and Gender among Senior Secondary School Teachers on Burnout

I. INTRODUCTION

Teaching is an extremely demanding career and teachers leave the profession at an unprecedented pace (Hanushek, 2007; Ingersoll, & Smith, 2003). Stress is a teaching truth, depending on how a person reacts, which can be beneficial or harmful. Inability to cope with stress will render the person unable to sustain excitement, care and dedication, initially brought to the job and then the burnout process starts. Studies conducted in India show a low to moderate level of teacher burnout (Mishra, 1997; Sahu & Mishra, 1995). Teachers are the creators of the nation's future citizens and play a great role in meeting children's emotional needs. A teacher should be mentally and psychologically fit and free from all stresses and strains to teach efficiently in the classroom in order to achieve these goals. Good psychological well-being allows the instructor to inspire the students and inspire them. Therefore, teachers should be more efficient, motivated and healthy in all circumstances.

"Freudenberger (1974) first introduced the term burnout in the academic scenario, which defined it as "failing, wearing out, or being exhausted by making excess demands on energy, strength or resources." "Burnout is a state of emotional, mental, and physical exhaustion induced by excessive and prolonged stress in general. It happens when one feels exhausted and unable to fulfil continuous demands. This decreases one's performance and saps resources, leaving one feeling increasingly powerless, hopeless, pessimistic and resentful. One can finally feel that he has nothing more to offer. Kahn (1986) described burnout as "a syndrome of inappropriate attitudes towards customers and towards oneself, often associated with uncomfortable physical and emotional symptoms as well as performance deterioration." Burnout can be seen as the endpoint of dealing with chronic stress unsuccessfully. As a metaphor, "burnout points to the candle or fire quenching; if the fire does not receive adequate resources, after a while it will be quenched" (Schaufiel et.al. 2009). "Burnout was defined by Hendrix et al. (2000) as a reaction to chronic stress involving adverse interactions between environmental and personal characteristics."

Teachers are also responsible for reviewing education programmes, training methods and curriculum development (Lieberman and Miller, 1999). All this shows teachers a lot of tension that can result in burnout. There is more importance to how the instructor instructs than what is taught. Obviously, a teacher who is low on morals, high on anger and is distant from the students cannot be successful in the classroom. The key causes of teacher stress were explained by Kyriako (2001): a) students showing lack of interest in school, not completing their assignments, and displaying high instances of poor behavior; b) poor peer relationships; c) heavy workloads put on them; and d) poor institutional ethos.

The notion of organizational engagement has generated great interest over the past two decades. Organizational involvement is defined as "the relative strength of the identification of an individual with and participation in a particular organization and can be characterized by a strong belief in and acceptance of the goals and values of the organization, willingness to make significant efforts on behalf of the organization and a strong desire to maintain organizational membership" (Mowday, Porte, Porte). In 1982, the most commonly used definition of organizational commitment belongs to Allen and Meyer (1990), ―a psychological state that binds the individual to the organization.‖ In a broader context, interpersonal loyalty is the relational attachment of the individual to the organization. It is the relative intensity of a person's identification with and involvement in an organization. It can be defined as a condition in which an employee identifies with a certain entity and its associates, and wishes to remain a part of the organization. Organizational commitment is an attitude towards the organization that ties the identity of the individual to the organization. Organizational commitment is an attitude towards the organization. It requires three components: (a) confidence in the goals and principles of the organization, (b) readiness to exert effort on behalf of the organization and (c) willingness to stay in the organization (Williams and Hazer, 1986).

Occupational self-efficacy has been described as the confidence in the ability and competence to succeed in an occupation based on this point of view (Pethe, Chaudhari and Dhar, 1999). Occupational self-efficacy is the degree to which one finds himself capable of performing the duties inherent in a given profession or career pursuit. It is possible to use occupational self-efficacy to determine "self-efficacy

Yu, Wang, Zhai, Dai and Yang (2014) examined the impact of work stress on job burnout, mainly focused on confirmation of the mediator role of self-efficacy. The results revealed that both work stress and self-efficacy were significantly correlated with job burnout. Structural equation modeling indicated that self-efficacy partially mediated work stress to job burnout. The final model also revealed significant paths from work stress to job burnout through self-efficacy. Afsar, Govil and Gupta (2015) explored the burnout level of secondary school teachers with reference to certain demographic variables like age, gender, marital status and place of living. The study has been conducted on the sample of 300 secondary school teachers of Aligarh district of Uttar Pradesh. The findings of this study revealed personal accomplishment. It was also found that secondary school teachers did not differ significantly on their level of burnout according to age, gender and marital status but they significantly differed according to their place of living. Maryam and Samavi (2016) investigated the relationship between psychological empowerment & organizational commitment with job burnout among Education Department Staff Members. The results showed that there was a significant inverse relationship between psychological empowerment and organizational commitment with job burnout. Psychological empowerment variable was a stronger anticipate or for job burnout than other variables. There was a significant inverse relationship between psychological empowerment components and job burnout. Also, there was a significant inverse relationship between components of organizational commitment and job burnout. Adam, Susan and Jacqueline (2017) studied educator burnout and compassion fatigue. The current study hypothesized that this professional development would positively influence educators‘ knowledge, skills and awareness regarding burnout, compassion fatigue and self-care; furthermore, it was anticipateed there would be a positive correlation between burnout and compassion fatigue. Results indicated that a significant positive relationship was found between compassion fatigue and burnout in which emotional exhaustion and depersonalization were associated, but no inverse relationship was found between compassion fatigue scores and personal accomplishment scores. Gopal & Jagadeesh D H (2018). This study describes the degree of interaction between emotional intelligence and burnout among teacher educators employed at Mysore University and Bangalore University. For the current research, a total of 400 educators working in urban and rural areas have been chosen. The Emotional Intelligence test (Mangal & Mangal, 2012) and Burn out Inventory (Misra, 2012) were administered in one environment. Via Pearson's product moment correlation and stepwise multiple regression, the data analysis was performed. Results showed that depersonalization, emotional fatigue, friction, task avoidance and total burnout scores were significantly and negatively linked to the intrapersonal awareness portion of EI. Significant and adverse associations between interpersonal perception and depersonalization, emotional fatigue, avoidance of assignments, negligence and overall burnout scores have been observed. Intrapersonal control of EI was strongly and negatively linked to depersonalization, emotional fatigue, task avoidance, and overall burnout ratings. Depersonalization, mental fatigue, friction, job avoidance, distancing, neglecting and total burnout scores were strongly and negatively related to total intelligence; they are Intrapersonal Awareness and Interpersonal Awareness and 6.5 percent predicted to a degree.

1. To study the impact of (a) personal stress, (b) locality and (c) gender among secondary school teachers on burnout. 2. To find out the relationship impact of (a) personal stress & locality; (b) locality & gender; and (c) personal stress & gender; among secondary school teachers on burnout 3. To determine the relationship impact of personal stress, locality and gender among secondary school teachers on burnout

H01: There exists no significant impact of (a) personal stress, (b) locality and (c) gender among senior secondary school teachers on burnout. H02: There exists no significant relationship impact of (a) personal stress & locality; (b) locality & gender; and (c) personal stress & gender; among senior secondary school teachers on burnout. H03: There exists no significant relationship impact of personal stress, locality and gender among senior secondary school teachers on burnout.

This study adopted a survey research design in order to explore the anticipation of Psychological Well-Being based on Organizational Commitment, Occupational Self-Efficacy and Personal Stress among Senior Secondary School Teachers.

The multi-stage random sampling methodology was used in the present study to pick a group of 400 secondary school teachers for the aim population on. Kolkata. Thus, the final survey for the current analysis was 400 senior secondary school teachers.

Burnout ► Independent Variables Organizational Commitment Occupational Self-efficacy Personal Stress Locality Gender Tools Used in the Study Keeping in view the requirement of the present study, the tools mentioned below were found to be appropriate and used for the collection of data. 1) Teachers‘ Burnout Scale (TBS-G M R S ) by Gupta and Rani. 2) Organizational Commitment Scale (OCS) by Hyde and Roy (2006). 3) Occupational Self-Efficacy Scale (OSES) by Pethe, Chaudhari and Dhar (1999). 4) Personal Stress Source Inventory (PSSI) by Singh, Singh and Singh (2011). Procedure for Data Collection In essence, data collection is an essential component of the testing method in order to classify the inferences, theories or generalisations tentatively retained as true, checked as accurate or dismissed as untenable. Initially, all 400 Senior Secondary school teachers taught in CBSE-affiliated private schools chosen for the present study were asked to fill in the columns of the investigator's personal data sheet. The investigator contacted and explained the purpose of the inquiry to the teachers after receiving permission and agreement from the principals and demanded their assistance in this study work. All the instruments were administered to the subjects one by one after forming relationships with the teachers. The directions given in each instrument have been explained in a stated manner to the subjects. It was stressed that, because there was no right and wrong response, each and every item had to be replied. So, their frank opinion should be offered by the party. Although the survey did not have a time limit, the respondents were recommended to finish the test within an hour. The next step after the administration of instruments was the scoring of the response sheets. The scoring of the answer sheets was Statistical Techniques Used In order to make it interesting and test the significance of the scores, mathematical methods are used on the raw scores. Raw ratings don't have their own significance and importance without the use of mathematical techniques. Three-Way Analysis of Variance (ANOVA) with 2× 2× 2 Factorial Architecture was computed using SPSS version 20 in order to research the key and interaction influence of organizational engagement, occupational self-efficacy, personal stress, locality and gender on burnout and psychological well-being among Senior Secondary school teachers. Wherever substantial F-value is observed, t-test was applied for further analysis. The Leven's Test of Homogeneity was used to test the concept of homogeneity of variance before applying Variance Analysis (ANOVA). Multiple regressions was used on the basis of independent variables, i.e. workplace engagement, professional self-efficacy and personal stress, to model the dependent variables, i.e. burnout.

This section explores the effect of personal stress [High & Low], locality [Rural & Urban] and gender [Male & Female] among senior secondary school teachers on burnout. ► Leven‘s Test of Homogeneity of Variance In order to study the effect of personal stress [High & Low], locality [Rural & Urban] and gender [Male & Female] on burnout among senior secondary school teachers, the investigator considered it essential to test the assumption of homogeneity of variance at first as Three Way (2×2×2) ANOVA is quite sensitive to heterogeneity of variance. This was tested by Leven‘s Test of Homogeneity of Variance. It is observed that FLevene =1.490 with degree of freedom 7 and 206 (p-value=0.172) which does not fall in the critical region, therefore the investigator retains the null hypothesis H0 (no difference) for the assumption of homogeneity of variance and conclude that there is no significant difference between the eight group‘s variances (σ²A= σ²B= σ²C= σ²D= σ²E= σ²F= σ²G= σ²H). Therefore, it is reasonable to believe that the variances of eight ► ANOVA with 2×2×2 Factorial Design based on Personal Stress, Locality and Gender among Senior Secondary School Teachers on Burnout To study the main and interaction effects of personal stress, locality and gender among teachers on burnout, data were subjected to analysis of variance (ANOVA) of a (2×2×2) factorial study with a randomized group design. In this section, the first independent variable i.e. personal stress coded as (C) was categorized as High (C1) and Low (C2). The second independent variable i.e. locality coded as (D) was divided into two categorizes – Rural (D1) and Urban (D2). Similarly, the third independent variable i.e. Gender coded as (E) was categorized as Male (E1) and Female (E2). The means and SD‘s of different sub samples have been given in the Table-(i). The summary of ANOVA (2×2×2) has been further presented in the in table (ii) which is analyzed in terms of main and interaction effect of independent variables i.e. personal stress, Locality and gender among senior secondary school teachers on burnout Table - (i) Means and SDs of Sub Samples of 2×2×2 Design based on Personal stress [C], Locality [D] and Gender [E] among Senior Secondary School Teachers on Burnout

Summary of Three Way ANOVA (2x2x2 Factorial Design) based on Personal Stress, Locality and Gender among Teachers on Burnout

on Burnout From the Table-4.3(ii), it is seen that F- ratio (8.485) for the main effect of personal stress among senior secondary school teachers on burnout is significant at 0.05 level leading to the conclusion that personal stress has a significant effect among teachers on burnout. Therefore, the null hypothesis H01 (a), ‗There exists no significant effect of personal stress among senior secondary school teachers on burnout is not retained. From the comparison of mean scores it was revealed that teachers having high personal stress (67.89) possessed lower level of burnout as compared to teachers having low personal stress (82.72). Locality (D) From the Table-4.3(ii), it is seen that F- ratio (12.687) for the main effects of locality on burnout among senior secondary school teachers is significant at 0.01 level leading to the inference that locality have significant effect on burnout among teachers. Therefore, the null hypothesis H01 (b), ‗There exists no significant effect of locality among senior secondary school teachers on burnout is not retained. It can be concluded form the mean scores that teachers belonging to rural areas (8.49) experienced high level of burnout than teachers belonging to urban areas (64.98). Gender (E) Further, it is clear from the table-4.3(ii) that F- ratio (5.556) for the main effects of gender on burnout among senior secondary school teachers is significant at 0.05 level which shows that gender have a significant effect on burnout among teachers. Therefore, the null hypothesis H01 (c), ‗There exists no significant effect of gender on burnout among senior secondary school teachers‘ is not retained. In terms of mean scores it can be observed that male teachers (81.81) had higher level of burnout than female teachers (68.20). ► Double Interaction effect of Personal Stress, Locality and Gender on Burnout among Senior Secondary School Teachers Personal Stress x Locality (C×D) As evident from table-4.3(iii) that F-ratio between personal stress and locality (C×D) is (0.077) which is not found significant at 0.05 level leading to the conclusion that personal stress and locality (C×D) do not interact with each other. Therefore, the null hypothesis H02 (a), ‗There exists no significant interaction effect of personal stress and locality on

Locality × Gender (D×E) The table-(iii) further concludes that F-ratio between locality and gender (D×E) is (6.408) which is found at 0.05 level which leads to the inference that locality and gender (D×E) interact with each other. Therefore, the null hypothesis H02 (b), ‗There exists no significant interaction effect of locality and gender on burnout among senior secondary school teachers‘ is not retained. Further t-test was subjected to find out the significance difference between mean scores of burnout for different groups. The results have been shown in the table (iii).

Table-(iii) discloses that ‗t‘-value (0.892) for rural male teachers (D1E1) and urban male teachers (D2E1) is not found significant at 0.05 level leading to the conclusion that teachers of these two groups do not differ significantly with respect to burnout. The t- value (4.51) vide Table-4.3(iii) for rural female teachers (D1E2) and urban female teachers (D2E2) is found significant at 0.01 level. In the context of mean scores, it can be inferred that level of burnout among rural female teachers (83.48) is higher than urban female teachers (57.78). Similarly, t-value (5.03) for rural male teachers (D1E1) and urban female teachers (D2E2) is found significant at 0.01 level. From the comparison of mean scores, it can be concluded that rural male teachers (83.50) have higher level of burnout than urban female teachers (57.78). An examination of Table-(iii) shows that t-values (0.809, 0.003) for rural female teachers (D1E2) and urban male teachers (D2E1); and rural male teachers (D1E1) and rural female teachers (D1E2) respectively are not found at 0.05 level leading to the inference that teachers of these groups do not differ significantly with respect to burnout. Finally, t-value (3.59) for urban male teachers (D2E1) and urban female (D2E2) is found significant at 0.01 level leading to the conclusion that urban male and urban female teachers differ significantly with each other. In terms of mean scores, it can be inferred that urban male teachers (78.54) have higher level of burnout as compared to urban female teachers (57.78). personal stress and gender (C×E) is (22.253) which is found significant at 0.01 level which leads to the inference that personal stress and gender (C×E) interact with each other. Therefore, the null hypothesis H02 (c), ‗There exists no significant interaction effect of personal stress and gender on burnout among senior secondary school teachers‘ is rejected. Further t-test was employed to find out the significance difference between mean scores of burnout for different groups. The results have been shown in the table (iv).

Table-(iv) discloses that ‗t‘-value (0.832) for male teachers with high personal stress (C1E1) and male teachers with low personal stress (C2E1) is not found significant at 0.05 level leading to the conclusion that teachers of these two groups do not differ significantly with respect to burnout. As evident from Table-4.3 (iv) that t-value (5.75) for female teachers with high personal stress (C1E2) and female teachers with low personal stress (C2E2) is found significant at 0.01 level. In the context of mean scores, it can be inferred that female teachers with low personal stress (86.12) have higher level of burnout as compared to female teachers with high personal stress (C1E2). The t-value (0.371) vide Table-(iv) for male teachers with high personal stress (C1E1) and female teachers with low personal stress (C2E2) is not found significant at 0.05 level which indicates that the teachers of these two groups do not differ significantly. An examination of Table-(iv) shows that t-value (4.65) for female teachers with high personal stress (C1E2) and male teachers with low personal stress (C2E1) is found significant at 0.01 level. From the comparison of mean scores, it can be observed that female teachers with high personal stress (54.55) have lower level of burnout than male teachers with low personal stress (79.52). Similarly, t-value (5.94) from the Table-(iv) for male teachers with high personal stress (C1E1) and female teachers with high personal stress (C1E2) is found significant at 0.01 level. From comparison of mean scores, it can be concluded evident from the Table-4.3(iv) that t-value (1.11) for male teachers with low personal stress (C2E1) and female teachers with low personal stress (C2E2) is not found significant at 0.05 level leading to the conclusion that these two groups do not differ significantly with respect to burnout.

► A significant effect of personal stress was found on burnout among senior secondary school teachers. From the comparison of mean scores it was revealed that teachers having high personal stress possessed low level of burnout as compared to teachers having low personal stress. Locality had no significant effect on burnout among senior secondary school teachers. It was concluded form the mean scores that teachers belonging to rural areas experienced high level of burnout than teachers belonging to urban areas. ► It was found that the gender had a significant effect on burnout among senior secondary school teachers. In terms of mean scores it was reported that male teachers had high level of burnout than female teachers.

No significant interaction effect was found between personal stress and locality on burnout among senior secondary school teachers.

There was found a significant interaction effectof locality and gender (D×E) on burnout among senior secondary school teachers. The results of t-test further revealed that: ► Rural male teachers and urban male teachers did not differ significantly with respect to burnout. ► It was found that the level of burnout among rural female teachers was higher than urban female teachers. rural male teachers had high level of burnout than urban female teachers. ► It was revealed that rural female teachers and urban male teachers did not differ significantly with respect to their level of burnout. ► No significant difference was found between rural male teachers and rural female teachers with respect to burnout. ► It was revealed that urban male teachers had higher level of burnout as compared to urban female teachers.

A significant interaction effect of personal stress and gender was found on burnout among senior secondary school teachers. The following conclusions were drawn further using t-test: ► Male teachers with high personal stress and male teachers with low personal stress did not differ significantly with respect to burnout. ► It was inferred that female teachers with low personal stress had higher level of burnout as compared to female teachers with high personal stress. ► No significant difference was found between male teachers with high personal stress and female teachers with low personal stress. ► Female teachers with high personal stress had low level of burnout than male teachers with low personal stress. ► It was found that male teachers with high personal stress had higher level of burnout as compare to female teachers with high personal stress. ► No significant difference was found between male teachers with low personal stress and female teachers with low personal stress with respect to burnout.

The main effects of personal stress, locality and gender on burnout among senior secondary school teachers were analyzed. The results of the report showed that Personal stress and ethnicity had a major effect, while teacher burnout was not substantially effected by locality. The double

relation to teacher burnout, these variables interfere significantly with each other. It was found to be negligible when examining the double interaction effect of personal stress & locality on burnout among teachers. The study also concluded that all factors, including personal stress, position and gender, had a major triple interaction effect on burnout among secretary school students.

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Research Scholar, Department of Education, Sri Satya Sai University of Technology & Medical Sciences, Sehore, M.P.