A Study to Assess the Level of Stress and Coping Strategies Adopted by Higher Primary School Teachers in Selected Schools at Mangalore

Teaching is one of the most significant and visible profession in the world. All other professions in the society have their bases in the profession of teaching. The experience of work stress can alter the way the person feels, thinks, and behaves, and can also produce changes in their psychological, physiological and behavioral functions. Actual sources of work related stress among teachers remain far from clearly established norms.

To assess the level of stress and coping strategies among higher primary school teachers and to find out the relationship stress and coping.

Descriptive survey design was used for the study. The study was conducted in 5 higher primary schools. Purposive sampling technique was used to select the school and the sample. The sample consisted of 50 primary school teachers. Data was collected by administering stress rating and coping rating scale.

The findings showed that 54% of the sample had moderate stress and 90% had good coping and 10% had very good coping. Statistically there is significant negative correlation between the mean stress score and coping score at 0.05 level of significance as the obtained ‘r’ value (−0.349) is higher than the table value (0.279). Therefore, it can be inferred that as coping increases stress reduces. Karl Pearson correlation was used to find out the correlation.

The findings showed that as coping increases stress reduces. There was no significant association between baseline variables with mean stress core and coping score.