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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue IV, April 2025
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Occupational Stress Among Mathematics Teachers of Higher
Secondary Schools in Relation to Certain Demographic Variables
Hubert Antony,
Dr. V. Girija
Vels Institute of Science, Technology and Advanced Studies (VISTAS) Chennai–117
DOI : https://doi.org/10.51583/IJLTEMAS.2025.140400046
Received: 21 April 2025; Accepted: 01 May 2025; Published: 08 May 2025
Abstract: Mathematics is considered a difficult subject by many students and parents. However, at the higher secondary level,
the study of mathematics is of prime importance because it opens doors to many professional studies. Hence, at this level,
teachers handling the subject face pressure from multiple directions for better results — from higher authorities as well as from
students’ parents. Amidst such challenges and issues, along with personal matters, there is a strong possibility that mathematics
teachers experience stress that affects their daily routines. Therefore, the stress experienced by mathematics teachers is a major
subject of research. The current study is an inquiry into the demographic differences among mathematics teachers, conducted by
surveying a random sample of 200 mathematics teachers from higher secondary schools in the Kollam district of Kerala state,
India. A standardized occupational stress scale developed by Meenakshi Sharma and Satvinderpal Kaur (2014) was used to assess
the stress levels of teachers. Data analysis revealed a significant difference in occupational stress with respect to the locality of the
institution and the type of school management. However, the difference was not substantial with respect to gender or teaching
experience. The findings emphasise the need of appropriate interventions to mitigate the stress among mathematics teachers.
Key Words: Occupational Stress, Mathematics Teachers, Higher Secondary Schools, Demographic Variables
I. Introduction
Mathematics is generally perceived as one of the most difficult school subjects by both students and their parents. This perception
is due to the abstract nature of mathematical concepts, the cumulative structure of the subject, and the need for regular practice,
logical thinking, and problem-solving skills. Mathematics learning mainly includes concept learning, principle learning, and
problem-solving—higher-order processes demanding significant cognitive engagement due to the abstract and interconnected
nature of mathematical concepts and reasoning (Gafoor & Kurukkan, 2015). Many pupils struggle to relate mathematical
concepts to real-world scenarios, which often leads to a lack of motivation and engagement. Despite these challenges,
mathematics holds a central place in the academic curriculum, particularly at the higher secondary level, where it becomes a
gateway to numerous professional and technical fields such as engineering, economics, computer science, and data analytics
(Akhter & Akhter, 2018). Moreover, mathematical skills are essential for comprehending various other fields, such as
biosciences, social sciences, and even the arts (Patena & Dinglasan, 2013; Phonapichat et al, 2014).
Occupational Stress of Mathematics Teachers
Due to its importance, performance of students in mathematics is closely analysed, and teachers who handle this subject are under
constant pressure to achieve high academic outcomes. They are expected to make sure that students not only understand complex
mathematical concepts but also score high in competitive and board examinations. This demand for high performance may come
from school administrators, education boards, and the parents of students, all of whom have high expectations. In modern school
settings, teachers need to facilitate active learning and personalize education to meet each student’s unique needs. In addition,
they must foster social and emotional growth, integrate technology to enhance learning, and collaborate with stakeholders to set
goals and support student success (Lanier, 1997). These professional responsibilities eventually cause the development of stress
and burnout in teachers.
Stress is a feeling of worry or mental strain that arises in challenging situations. It's a normal part of being human and helps us
react to difficulties or dangers. While everyone deals with stress at some point, how we handle it plays a key role in our overall
health. A moderate amount of stress isn't necessarily bad, but when it goes beyond a healthy level, it can start to negatively affect
a person’s well-being. A person can experience stress from four main sources: their surroundings, social interactions, physical
conditions, and their own thoughts (Matthews, 2001). Occupational stress is “a physiological and psychological response to
events or conditions in the workplace that is detrimental to health and well-being. It is influenced by such factors as autonomy
and independence, decision latitude, workload, level of responsibility, job security, physical environment and safety, the nature
and pace of work, and relationships with co-workers and supervisors” (American Psychological Association, 2018). Occupational
stress among teachers is a major concern as it leads to various negative consequences such as reduced job satisfaction, burnout,
and even mental health issues. Teachers often face a range of stressors, including poor working conditions, heavy workloads,
challenging student behaviour and attitudes, limited opportunities for professional advancement, and strained relationships with
colleagues. Classrooms in developing countries are frequently overcrowded; requiring teachers to engage in constant verbal
interaction, endure long hours of standing, and manage a heavy workload (Kaur, 2011). According to Tsubono and Mitoku (2023)
regardless of the type of school, heavy workloads and extended working hours were the primary contributors to teachers’ stress.
The factors associated with teachers’ stress include socio-demographic variables such as sex, age, marital status, as well as school
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(organizational) and work-related elements like years of teaching, class size, job satisfaction, and the subject being taught
(Agyapong et al., 2022). Stress is a natural reaction to challenging or threatening situations, but it becomes problematic when it is
persistent. Chronic stress can interfere with daily functioning and emotional stability, and it increases the risk of developing other
mental health disorders, such as anxiety and depression (Seo et al., 2017; Papastylianou et al., 2009). Occupational stress is
known to result in negative outcomes like emotional exhaustion and decreased motivation, contributing to quiet quitting, where
employees fulfil only their essential responsibilities and put in minimal effort (Yilmaz, 2024).
Besides addressing various professional demands, teachers also deal with their own personal responsibilities and challenges.
Balancing these multiple pressures can aggravate their stress levels, which may manifest in their daily routines and overall well-
being. This stress can affect their teaching effectiveness, job satisfaction, and even their interactions with students and can result
in burnout and decreased work performance.
Review of Literature
Research on occupational stress indicates that institutional climate and the demographic traits of teachers play a significant role in
contributing to stress levels. Dilekçi et al. (2025) explored the impact of occupational stress, burnout, and change fatigue on quiet
quitting among teachers. Using a cross-sectional design the study surveyed 366 teachers. The results indicated significant positive
relationships between occupational stress, burnout, change fatigue, and quiet quitting. Hierarchical regression analysis revealed
that these factors accounted for 35% of the variance in quiet quitting.
Jennifer and Jayasinghe (2025) investigated the impact of work-related stress on primary school teachers (N = 107) in the
Walapane educational zone of Sri Lanka and revealed that work-family conflicts and health issues account for 34.2% of the
variance in occupational stress levels. However, 65.8% of the stress remains unexplained, indicating other potential factors such
as workplace engagement, absenteeism, chronic stress, and stress within the work environment.
Singh and Thakur (2024), in a study among 408 teachers in Jalandhar, Kapurthala, Faridkot, Fazilka, and Ludhiana districts of
Punjab, reported that: (a) teachers in private schools experienced higher levels of occupational stress compared to their
counterparts in government schools; (b) there was no significant difference in stress levels between male and female teachers; (c)
teachers under the age of 40 reported more stress than those aged 40 and above. The academic stream did not have a significant
impact on occupational stress.
Lal Kumar et al. (2024) explored the occupational stress experienced by higher secondary mathematics teachers in relation to
various demographic factors. A sample of 280 mathematics teachers from higher secondary schools located in the Vellore district
were surveyed and found that there were no significant differences in occupational stress levels based on gender, school location,
type of school management, medium of instruction, years of teaching experience, or marital status.
Bhattacharjya and Choudhuri (2024) studied the levels occupational stress among higher secondary school teachers (N = 120) in
Murshidabad, West Bengal, examining their correlation and links to select socio-demographic factors. Findings showed that
92.5% of teachers experienced moderate stress. A significant negative correlation was found between stress and job satisfaction.
Additionally, a significant association was noted between teachers’ age and occupational stress.
Ghasemi (2024) observed the risk factors and coping styles influencing occupational stress across different ecological levels:
biosystem (teacher traits), microsystem (classroom dynamics), mesosystem (school environment), exosystem (social policy), and
macrosystem (cultural norms). Teachers face unique stressors at each level, with higher ecological levels (exosystem and
macrosystem) leading to greater feelings of helplessness due to limited control. Major stressors include workload and
interpersonal conflicts in the microsystem, organizational challenges in the mesosystem, and policy changes and discrimination at
higher levels.
Mathew (2023) in a study among a sample of 100 teachers (50 novice teachers with less than 5 years of experience and 50
experienced teachers with more than 5 years of experience) aged between 23 and 60 years, teaching in various educational
institutions across India, revealed that there is no significant difference in occupational stress between novice and experienced
teachers.
Christian et al. (2022) assessed occupational stress among 218 high school teachers using the, focusing on factors like anxiety,
depression, sleep issues, workload, and peer support. Analysis revealed that male teachers reported higher anxiety (72.72%) and
depression (76.66%), while female teachers experienced more additional workload (38.88%). Depression was also more common
in overweight and obese teachers. Overall, age and gender were significantly linked to various stress components.
Arockiasamy and Subramanian (2021) examined occupational stress among higher secondary school teachers in Cuddalore
district, Tamil Nadu. Using a normative survey method and random sampling, data were collected from 200 teachers through an
occupational stress inventory. Findings revealed that 17% of teachers had low stress, 64% had moderate stress, and 19%
experienced high stress. A significant correlation was found between gender and levels of occupational stress.
A survey conducted by the EdWeek Research Center in July 2021 found that nearly 60% of teachers often or always experience
job-related stress. This stress impacted their sleep, time with loved ones, and physical health. As a result, 41% said their work
performance declined when stressed. Only 9% of teachers reported feeling little to no stress (Peck, 2025).
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The study conducted by Rani and Sharma (2021) involved 500 women teachers working in both government and self-financed
schools and colleges across five districts in Punjab, selected using a multistage random sampling method. The findings indicated
that women teachers employed in government institutions, those working in urban areas, and those aged over 35 experience
higher levels of occupational stress.
The foregoing discussion reveals that occupational stress among teachers is a complex issue influenced by a range of factors, such
as institutional climate, personal demographics, workload, and broader systemic challenges. While moderate levels of stress are
common, variations exist based on age, gender, school type, and professional context. Though some studies found no significant
differences based on experience or demographics, others highlight notable correlations. Even though numerous studies have
explored occupational stress among teachers, several gaps remain, suggesting the need for more focused and context-specific
research.
Need and Significance of The Study
In the context of highly competitive and academically driven educational scenario of Kerala, mathematics teachers at the higher
secondary level face increasing expectations from students, parents, institutions, and policy frameworks. Mathematics, being a
core and often high-stakes subject, brings with it unique pressures related to syllabus completion, student performance in board
and entrance exams, and managing diverse learning abilities in the classroom. Despite Kerala’s achievements in literacy and
education, there is a noticeable gap in research specifically addressing the occupational stress experienced by mathematics
teachers, who often carry a substantial cognitive and emotional burden compared to their peers in other subjects. The profession’s
demands, coupled with factors such as workload, examination pressure, administrative responsibilities, and evolving curriculum
standards, contribute to rising stress levels, which may affect teachers’ well-being, job satisfaction, and ultimately, student
performance.
This study is significant as it seeks to explore how demographic variables such as gender, teaching experience, school type
(government, aided, or unaided), and locality influence the levels of occupational stress among mathematics teachers.
Understanding these aspects is essential to design support systems, policy interventions, and implement wellness programmes to
enhance teacher morale, reduce burnout, and improve the quality of mathematics education higher secondary schools in Kerala.
The findings will be useful for educational planners, school administrators, and teacher educators to create a more supportive and
sustainable work environment for mathematics teachers.
Statement of The Problem
Occupational stress among school teachers has become an increasingly serious issue, particularly in academically competitive and
hard subjects such as mathematics. Mathematics teachers at the higher secondary level are often subject to high performance
expectations, tight time schedules of syllabi, and the pressure for delivering steady results in academics. Kerala is known for its
rigor and competitiveness in education and therefore, these pressures may be further intensified. Despite widespread recognition
of teacher stress, there is a dearth of research studies precisely addressing the occupational stress experienced by higher secondary
mathematics teachers in relation to major demographic variables such as gender, teaching experience, school type, and location.
Therefore, the current study attempts to analyze the occupational stress levels of mathematics teachers in higher secondary
schools of Kerala and identify the impact of selected demographic variables on the strength of this stress. Understanding these
relationships is essential for adopting stress-reduction strategies, enhancing teacher well-being, and improving educational
outcomes.
Research Questions
To what extent mathematics teachers of higher secondary schools experience occupational stress?
Is there a significant difference in occupational stress between male and female mathematics teachers in higher secondary
schools?
How does the location of the school (urban vs. rural) affect the occupational stress experienced by mathematics teachers?
Does the type of school (government, aided, and unaided) have an impact on the occupational stress levels of mathematics
teachers?
How does the teaching experience (years of experience) of mathematics teachers affect the levels of occupational stress?
Hypotheses
The level of occupational stress of higher secondary school Mathematics Teachers is moderate
There is no significant difference in occupational stress levels of higher secondary schools mathematics teachers with respect to
gender.
There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with respect
to locality of institution.
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There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with respect
to type of school.
There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with respect
to teaching experience.
II. Methodology of The Study
The study employed a descriptive survey design to assess the levels of occupational stress among mathematics teachers in higher
secondary schools in Kerala. The population consisted of mathematics teachers from various higher secondary schools across
Kerala, and a sample of 200 teachers was selected from the Kollam district using random sampling technique. For data collection,
the study utilized the standardized Teachers’ Occupational Stress Scale developed by Sharma and Kaur (2014), which comprises
30 items across nine dimensions: workload, role ambiguity, groupism and external pressure, responsibility, powerlessness, work
relationships, working conditions, personal inadequacy, and lack of motivation. This five-point scale has demonstrated good
reliability (0.801) and validity, with total scores ranging from a minimum of 30 to a maximum of 150. The mid-value of the scale
is 90, with high scores indicating high levels of occupational stress. The research tool was distributed to the selected teachers after
obtaining their informed consent, with assurances of confidentiality and voluntary participation. Data analysis involved
calculating descriptive statistics such as the mean and standard deviation to determine stress levels, while independent sample t-
test and analysis of variance (ANOVA) were conducted to compare stress levels across different demographic variables.
III. Results and Discussion
Occupational stress of mathematics teachers of higher secondary schools
The responses gathered using the Occupational Stress Scale from the sample of 200 higher secondary school mathematics
teachers were scored, and the total scores were analysed using descriptive statistics. The statistical measures of the occupational
stress score distribution are shown in Table 1.
Table 1 Descriptive Statistics Related to Occupational Stress Scores of Higher Secondary School
Mathematics Teachers
Sl. No.
Statistic
Value
1
Arithmetic Mean
91.95
2
Median
93.21
3
Mode
95.73
4
Standard Deviation
15.12
5
Skewness
-0.312
6
Kurtosis
0.301
As illustrated in table 1, the mean, median, and mode of the distribution of occupational stress scores are 91.95, 93.21, and 95.73,
respectively. All these averages exceed the mid-value of the scale (90), indicating a moderate level of occupational stress among
the mathematics teachers. The median score of 93.21 is slightly higher than the mean, suggesting a slight skew toward higher
stress levels. The mode, or most frequent score, is 95.73, indicating that a substantial number of teachers report relatively high
stress levels. The standard deviation of 15.12 reflects moderate variability in stress levels. The negative skewness value of -0.312
suggests a slight leftward asymmetry, with more teachers reporting higher stress. The kurtosis of 0.301 indicates that the
distribution is close to normal, with a moderate peak and no extreme outliers, suggesting that the majority of teachers fall within a
typical range of stress.
Several previous studies have highlighted moderate stress levels among teachers, and the findings are consistent with those of the
current study. Bhattacharjya and Choudhuri (2024) found that 92.5% of higher secondary school teachers in Murshidabad, West
Bengal, experienced moderate stress. Similarly, Arockiasamy and Subramanian (2021) reported that 64% of higher secondary
school teachers in Cuddalore district, Tamil Nadu, experienced moderate stress. A survey by the EdWeek Research Center in
2021 revealed that nearly 60% of teachers often or always experience job-related stress, which impacts their personal lives and
work performance.
Comparison of occupational stress of mathematics teachers based on gender
H
0
: There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with
respect to gender.
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To see the impact of gender on the occupational stress of higher secondary school mathematics teachers, the researchers
calculated the occupational stress scores for male and female teachers separately. The significance of the difference between the
mean scores was assessed by computing the t value using an independent samples t-test. The data and the results of the
significance test for the mean differences are presented in Table 2.
Table 2 Results of the Independent Samples t-Test to Assess the Significance of the Difference between the Mean Occupational
Stress Scores of Male and Female Teachers
Sl. No.
Gender
Number of
Teachers
Arithmetic
Mean
Standard
Deviation
t
1
Male
47
88.64
13.96
1.725
(p = .0861)
2
Female
153
92.98
15.36
The results (Table 2) show that male teachers (N = 47) had a mean occupational stress score of 88.64 with a standard deviation of
13.96, while female teachers (N = 153) had a higher mean score of 92.98 with a standard deviation of 15.36. The calculated t-
value is 1.725, with a corresponding p-value of .0861. Since the p-value is greater than the conventional alpha level of .05, the
apparent difference in mean occupational stress scores between male and female teachers is not statistically significant; hence, the
researchers fail to reject the null hypothesis. This suggests that gender does not have a significant influence on the occupational
stress levels of higher secondary school mathematics teachers. These findings support earlier results by Singh and Thakur (2024)
and Lal Kumar et al. (2024). However, in contrast, Christian et al. (2022) reported higher levels of stress among male teachers.
Similarly, Arockiasamy and Subramanian (2021) found a significant correlation between gender and levels of occupational stress.
Comparison of occupational stress of mathematics teachers based on locality of institution
H
0
: There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with
respect to locality of institution.
To determine whether the locality of the school influences the occupational stress of higher secondary school mathematics
teachers, an independent samples t-test was conducted to assess the significance of the difference between the mean scores of
teachers from rural and urban schools. The data and results of the significance test for the mean differences are presented in Table
3.
Table 3 Results of the Independent Samples t-Test to Assess the Significance of the Difference between the Mean Occupational
Stress Scores of Rural and Urban School Teachers
Sl. No.
Locality of
institution
Number of
Teachers
Arithmetic
Mean
Standard
Deviation
t
1
Rural
134
90.44
15.21
2.028
(p = .0439)
2
Urban
66
95.01
14.57
The results of the independent samples t-test indicate a statistically significant difference in occupational stress levels between
mathematics teachers from rural and urban schools. Rural teachers (N = 134) had a lower mean stress score of 90.44 (SD =
15.21), while urban teachers (N = 66) reported a higher mean stress score of 95.01 (SD = 14.57). A t-value of 2.028 was obtained
from the t-test with a p-value of .0439, which is less than the conventional significance level of .05. This suggests that the
difference in mean stress scores is statistically significant and the null hypothesis is rejected. Therefore, it can be concluded that
urban school teachers experience significantly higher occupational stress compared to their rural counterparts. The increased
stress among urban school teachers, as indicated by the results, can be attributed to several possible factors. Urban school teachers
often face larger class sizes, more diverse student populations, more administrative demands, high expectations for academic
performance from stakeholders, and greater exposure to social challenges such as poverty, crime, and behavioural issues.
Previously, Dilekçi et al. (2025) reported that occupational stress is likely more common in urban settings. Similarly Rani and
Sharma (2021) reported that urban teachers experience more occupational stress than rural school teachers.
Comparison of occupational stress of mathematics teachers based on type of school
The sample for the study included mathematics teachers from government, aided, and unaided higher secondary schools. The
arithmetic means, along with the respective standard deviations, of the occupational stress scores of these groups of teachers are
shown in table 4.
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Table 4 Arithmetic Means and Standard Deviations of Occupational Stress Scores of Teachers from Government, Aided, and
Unaided Higher Secondary Schools
Group
Number
Arithmetic Mean
SD
Government
76
88.51
15.51
Aided
88
93.20
15.12
Unaided
36
96.14
12.98
To determine whether type of school influences the occupational stress levels of higher secondary school mathematics teachers,
the occupational stress scores of the three groups (government, aided, and unaided) were subjected to one way analysis of
variance (ANOVA).
H
0
: There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with
respect to type of school.
The summary of ANOVA carried out for the occupational stress scores with regard to type of schools is detailed in Table 5.
Table 5 Summary of ANOVA Results for Occupational Stress Scores of Teachers by Type of School (Government, Aided, and
Unaided)
Source of Variation
SS
df
MS
F
P-value
F crit.
Between Groups
1667.889
2
833.9447
3.7485
.0252
3.0417
Within Groups
43827.61
197
222.4752
Total
45495.5
199
The ANOVA results for occupational stress scores of teachers by type of school (Government, Aided, and Unaided) indicate a
statistically significant difference among the groups. The F-statistic was calculated as 3.7485, which is greater than the critical F-
value of 3.0417, and the p-value was .0252, which is less than the conventional significance level of .05. Based on these findings
the researchers reject the null hypothesis, suggesting that there are significant differences in occupational stress levels among
teachers from different types of schools. In other words, the type of school—whether Government, Aided, or Unaided—has a
significant influence on the occupational stress experienced by teachers.
As the F-statistic indicates an overall difference among the sample means, it is necessary to identify which specific pairs of means
show a significant difference. For the pairwise comparisons within the data, the researchers employed the Tukey’s HSD
(Honestly Significant Difference) test. The HSD value calculated at .05 level of significance was 6.5773. The results of these
pairwise comparisons are presented in Table 6.
Table 6 Differences between the Pairs of Sample Means (Based on Type of Management of Institution) with Regard to
Occupational Stress
Category
Government
Mean = 88.51
Aided
Mean = 93.20
Unaided
Mean = 96.14
Government
Mean = 88.51
0
4.69
7.63
Aided
Mean = 93.20
--
0
2.93
Unaided
Mean = 96.14
--
--
0
The results of the Tukey’s HSD post hoc test reveal that only the comparison between government school teachers and unaided
school teachers shows a statistically significant difference in occupational stress scores, with a mean difference of 7.63, which
exceeds the critical HSD value of 6.5773. This suggests that teachers in these two groups experience significantly different levels
of occupational stress. The comparisons between government and aided school teachers (mean difference = 4.69), and between
aided and unaided school teachers (mean difference = 2.93), do not exceed the critical value and are therefore not statistically
significant.
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Since the occupational stress score of unaided school teachers is higher than that of government school teachers, it can be inferred
from the analysis that mathematics teachers in unaided higher secondary schools experience significantly higher levels of
occupational stress compared to their counterparts in government schools. The high levels of occupational stress experienced by
unaided school teachers may be due to several reasons. Unaided schools often provide lower salaries, limited job security, and
fewer benefits, contributing to financial and career-related insecurity. Teachers in these schools are typically burdened with heavy
workloads, higher expectations for student performance, and less access to professional development opportunities. They may
face greater pressure from both school management and parents, along with limited autonomy and administrative support. In
contrast, teachers from government schools benefit from more stable employment conditions, regulated workloads, better pay
scales, and supportive institutional environments, which help buffer against occupational stress. These disparities in working
conditions likely account for the significant difference in stress levels observed between the two groups. Previously Singh and
Thakur (2024) reported similar findings.
Comparison of occupational stress of mathematics teachers based on teaching experience
The sample taken for the study included mathematics teachers of different years of teaching experience such as below 10 years,
10-20 years, 20-30 years, and above 30 years. The arithmetic means, along with the respective standard deviations, of the
occupational stress scores of these four groups of teachers are shown in table 7.
Table 7 Arithmetic Means and Standard Deviations of Occupational Stress Scores of Teachers with Different Years of Teaching
Experience
Group
Number
Arithmetic Mean
SD
Below 10 years
46
92.30
15.22
10-20 years
73
92.66
17.30
20-30 years
64
90.02
13.07
Above 30 years
17
95.23
11.92
To determine whether teaching experience is an influencing factor of occupational stress of higher secondary school mathematics
teachers, the occupational stress scores of the four groups (below 10 years, 10-20 years, 20-30 years, and above 30 years) were
subjected to ANOVA.
H
0
: There is no significant difference in the occupational stress levels of higher secondary school mathematics teachers with
respect to teaching experience.
The summary of ANOVA carried out for the occupational stress scores with regard to teaching experience is detailed in Table 8.
Table 8 Summary of ANOVA Results for Occupational Stress Scores of Teachers by Teaching Experience (Below 10 Years, 10-
20 Years, 20-30 Years, and Above 30 Years)
Source of Variation
SS
df
MS
F
P-value
F crit.
Between Groups
465.2793
3
155.0931
0.6751
.5683
2.6501
Within Groups
45030.22
196
229.746
Total
45495.5
199
The ANOVA results regarding occupational stress scores based on teaching experience (Below 10 years, 10–20 years, 20–30
years, and Above 30 years) indicate that there is no statistically significant difference among the groups. The F-statistic obtained
was 0.6751, which is lower than the critical F-value of 2.6501, and the related p-value was .5683, which is well above the .05
significance level. These results lead to the conclusion that teaching experience does not significantly influence the occupational
stress levels of mathematics teachers; hence the researchers fail to reject the null hypothesis. In other words, teachers experience
comparable levels of occupational stress irrespective of their length of teaching experience. Some previous studies have reported
similar findings. For example, Lal Kumar et al. (2024) found no significant difference in occupational stress with respect to years
of teaching experience. Mathew (2023) also reported similar findings, indicating no significant difference in occupational stress
between novice and experienced teachers.
Implications
The major findings and implications are discussed below:
Mathematic teachers in higher secondary schools experience moderate levels of stress: This finding indicates the need for
interventions, such as stress management workshops and wellness programmes to address the basic causes and help teachers cope
with their stress levels more effectively and address various challenges in professional and personal life. School administrators
can provide more support to reduce the impact of stress, ensuring that teachers can maintain their well-being and effectiveness in
the classroom.
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There is no gender variation in occupational stress: Since there is no significant difference in occupational stress levels
between male and female mathematics teachers, it implies that gender is not a major factor influencing stress in this context.
Administrators and policymakers can focus on other factors, such as workload, teaching environment, and institutional support, to
help mitigate stress for all teachers irrespective of gender.
Teachers in urban schools experience higher levels of occupational stress than rural school teachers: The results show that
mathematics teachers in urban higher secondary schools experience significantly higher levels of occupational stress compared to
their rural counterparts. This suggests that urban schools may face more challenges, such as larger class sizes, greater
administrative workload, and more diverse student needs. School administrators should consider providing additional support to
urban school teachers to help manage the increased stress.
Teachers in unaided schools experience higher level of occupational stress compared to those in government schools:
Teachers in unaided schools reported significantly higher occupational stress levels compared to those in government schools.
This finding highlights the need for addressing the working conditions in unaided schools, including lower salaries, higher
workload, and limited job security.
Teaching experience is not a major factor that influences occupational stress: The lack of a significant difference in stress
levels based on teaching experience suggests that all teachers, irrespective of their years of experience, similarly experience
occupational stress. Interventions designed to reduce stress should be based on factors, such as workload, student behaviour, and
institutional support. The development of comprehensive support programmes should be aimed at reducing stress for both novice
and experienced teachers.
IV. Conclusion
Mathematics teachers in higher secondary schools face moderate levels of occupational stress, influenced by several factors.
Gender does not appear to significantly affect stress levels, whereas teachers in urban and unaided schools experience higher
levels of stress than their rural and government counterparts. Teaching experience also does not significantly impact stress levels,
indicating the need for interventions that address general factors rather than individual characteristics. Introducing appropriate
school-based interventions is essential to enhance teachers’ ability to manage stress and promote overall well-being. It is
important for policymakers, government bodies, school boards, and administrators to prioritize the development and
implementation of awareness and intervention programmes within schools. Specific intervention strategies such as yoga practice
(Maddux et al., 2018), meditation, mindfulness training programmes (Cheng et al., 2020; Brown et al., 2003), stress management
and resiliency training programmes (Chesak et al., 2019), and rational emotive occupational health coaching (Onuigbo et al.,
2018) have been found effective in mitigating stress and enhancing well-being.
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