An Empirical Study on Teacher Stressors: Their Impact on Occupational Stress and Job Satisfaction in the Government and Private Sectors

Abstract

The teaching profession is marked by numerous challenges that can negatively impact occupational stress and job satisfaction. This study aimed to compare the stressors, occupational stress levels, and job satisfaction of teachers in government and private schools in the Karaikal district. Using a descriptive research design, primary data were collected from a sample of 526 teachers (310 from government schools and 216 from private schools) through a structured questionnaire. The results revealed no statistically significant differences between government and private school teachers across all dimensions of stressors, occupational stress, and job satisfaction (p > .05). Both groups reported similar challenges, including workload, administrative expectations, and limited resources, as well as comparable experiences of emotional exhaustion and health impacts related to occupational stress. Similarly, job satisfaction levels, including perceptions of accomplishment, recognition, salary, and professional development opportunities, were aligned between the two groups. The findings suggest that stressors and challenges faced by teachers in the Karaikal district are systemic and not specific to the type of school. This highlights the need for holistic and inclusive interventions, such as stress management programs, improved resource allocation, and enhanced recognition mechanisms, to address common concerns and improve teacher well-being. These efforts can foster a supportive environment for educators and contribute to the overall quality of education in the region.