Kobasa, (1982) indicated that continued stress can drastically lower job satisfaction and performance and can also damage the individual's personal life. The term "burnout" is often used to describe the effects of continual stress. Logically, a teacher's mental health can be expected to affect classroom performance and interactions with pupils and others, as well as whether the teacher continues in teaching. Other variables associated with teacher stress and burnout are role problems, loss of control, isolation, dissatisfaction with rate of pay, role overload, role ambiguity and lack of administrative support.
Srivastava and Sinha (1983) investigated the effect of employees’ ego strength and job involvement on their experience of role stress
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As the stressors vary from one job category to another depending on the personality characteristics of the focal person, it was decided to study three categories of management personnel, namely, top management (TMG), middle management (MMG) and IAS officers. Findings reported were MMG, scored significantly higher on role stagnation, role expectation, role erosion, role isolation and role ambiguity. They were found to have more state anger as compared to TMG and IAS. Young IAS scored significantly higher on self role distance and trait anger than older age …show more content…
These stressors impact negatively upon interpersonal relationships with colleagues and students. Some suggestions are made for improving the structural and especially the organizational coping resources available to social work lecturers in order to assist them to develop more effective responses to stress.
Mokowska (1995) attempted to identify psychosocial determinants of stress and wellbeing in occupationally active women. The significance of the work related stressors was evidently greater than that of the stressors associated with the family function, although the relationship between family functioning, stress and well –being was also significant.
Sahu and Misra (1995) attempted to find out the relationship between life stress and burn out. Results indicate that female teachers experienced more stress due to their employment hours, occupation and family responsibilities, such aschildcare and weekly housework, significantly affect self-reported health status of employed