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    • 30 International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57 Introduction Educationplaysveryvitalroleinrealizingthe hopes and aspirations of the society. In educational process, the teacher occupies a very important place. A teacher is the medium through which objectives and plan can be actualized. For this teacher must have sound mental and physical health. But due to rapid development of technology, rich information system, explosion of knowledge has brought a corresponding change in the life and work of people. India in twenty firstcenturyisquitedifferentfromIndiaof1947interms of social, economic, political and moral values. India has reached at the threshold of space and made a mark informationageduetoindustrializationandelectronic revolution, the newdiseases which is hitting the news- papers is the stress. Thus the modern world which is said to be the world of achievement is also world of stress. One can find stress every where, whether it is within in family, business organization, enterprise or any other social and economic activity. Right from the time of birthtillthelastbreathdown,andindividualisexposed to various stressful situations. Thus it is not surprising that in their issue has been rising with advancement of presentcentury,whichhasbeencalled 'AgeofAnxiety, conflict and stress' Intheageofmodernization,urbanizationand globalization, tension, anxiety, stress and neurosis have became synonyms with the life today. Nowadays most of the work is done by machines. Thus leaving human being with different diseases, consequently the humanbeingdonothavesoundmind.Generally,people feelfreshafterhavingslept forsevenhours,butpeople complain for not having a sound sleep. It reflects that there is something which disturbs their sleep and this only happen if a person does not have sound mind and physical health. To keep oneself physical and mental healthy, people join club or become the members of different recreational classes. People do use their own cher- ished techniques like yoga, meditation, morning walk etc. But these maynot be very effective, ifone is under a great stress. So stress is a common phenomenon in everyday life. All the individuals face stress to some Research Paper - Education Aug- Oct , 2013 AStudy of Stress and Coping Behavior of Teachers in relationtoEmotionalIntelligenceandPersonality Traits. * Dr.Anita Rani *HOD,MajorBihariLal ,MemorialCollegeofEducation,BilaspurChowk(Gurgaon) degree in one or another form throughout the life. Our educational institutions are also full of stressors of variouskind.Theteachersfellvariouskindofpressure from the society. There exist stress between student and teachers, stress between teachers association, and had of educational institutions, stress between individuals and family life etc. In reality, stress is prevasive in all human experience in our educational institutions. Working in school was formely a highly exteemed. Theobjectivesofstudy: (i) to compare the stress and coping behavior of male and female teachers (ii) compare the stress and coping behavior of teach ers belonging to rural-urban areas (iii) to compare the stress and coping behavior of teachers working in Govt. and Private Schools (iv) to study the relationship between stress and emo tional intelligence of teachers (v) to study the relationship between coping behav ior and emotional intelligence of teachers (vi) to compare the stress and coping behavior of teachers with different level of emotional intelli gence (vii) to study the relationship between stress and per sonality traits of teachers (vii) to study the relationship between coping behav ior and personality traits of teachers (ix) to compare the stress and coping behavior of introvert and extrovert teachers. Hypotheses (i) there is no significance difference in stress of male and female teachers (ii) there is no significance difference in stress of teachers belonging to rural and urban teachers (iii) there is no significance difference in stress of teachers working in Government and Private Schools. (iv) there is no significance difference in coping be havior of male and female teachers (v) there is no significance difference in coping be havior of teachers belonging to rural and urban area (vi) there is no significance difference in coping be
    • 31SHODH, SAMIKSHA AUR MULYANKAN International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57 havior of teachers working in Govt. and Private Schools (vii) there is no significance difference in stress of teacherswithhighandlowemotionalintelligence (ix) there exist significant relationship between cop ing behavior and emotional intelligence of teach ers (x) thereexistssignificantrelationshipbetweenstress and personality traits of teachers (xi) there exist significant relationship between cop ing behavior and personality traits of teachers (xii) thereisno significantdifferenceinstress ofextro vert and introvert teachers. SampleAndToolsUsed Thesampleconsistedof672secondaryschool teachers which were selected randomly from four dis- trictviz.Jhajjar,Rewari,GurgoanandMewatofHaryana state. The data was collected by using (i) Teacher's stress Inventory" by Harendra Singh and J.P. Srivastava (ii) 'CopingResponse Inventory'Adult FormbyR.H. Moos (iii) "EmotionalIntelligenceTest'byN.K.Chadhaand Dalip Singh (iv) 'Introversion-Extroversion' by RekhaAgnihotri and P.F. Aziz. Data was analysed by using mean, S.D. 't' and Correlation techniques. FindindsofTheStudy The major findings of the study revealed that 3%teachersbelongtoveryhighlevelofstress,whereas 14%teachersbelongtohighlevelofstress.67%teach- ers have average, 12% teachers belong to low level of stress and the remaining 4% teachers belong to very low level of stress. (ii) Thereissignificantdifferenceinstressofmaleand female teachers. The female teachers are more stressed as compared to male teachers. (iii) There is significant difference in stress of teachers belong to Govt. and Private Schools (iv) There is significant difference in stress of teachers belong to rural and urban areas (v) Themaleandfemaleteachersdifferinusingcoping responses to cope with stress (vi) the coping behavior of teachers is not affected by locality (vii) there is significant and negative correlation be tween stress and emotional intelligence, the teach erswithhighemotionalintelligencehavelessstress as compares to teachers with low emotional intel ligence. (viii) There is positive and significant correlation be tween coping behavior emotional intelligence of teachers. (ix)Thereissignificantcorrelationbetweenstressand personalitytraitsofteachers.Theteacherswhoare introvert are less stressed as compared to introvert teachers. (x) There exists significant and positive relationship between coping behavior and personality traits of teachers. Extrovert teachers have good coping be havior as compared to their counterpart introvert teachers. EducationalImplications: The findings of present study have a bearing for the researchers, educational planners, principals, counselors, teachers and other personnel releted to teachirg profession. Therefore, the implications of re- search findings of present study are mentioned as under. 1. The findings of present study will serve as basic data for the research scholars of education and psychologyforundertakingresearchworkreleted tostress,emotionalintelligence,pedsonalitytraits and coping behaviour. 2. The finding of present study will serve as guides to prinapals, administrator of schools in creation conduce environment for reducing the stress among teachers by knowing the causes of stress whichare directlyrelated to schoolenvironment. 3. The findings of present study shows that there is negativecorrelationbetweenstressandemotional intelligence.Highertheintellligneceamongteach ers, lower is the stress. So the authorities should conduct such types of inservice (Workshope & refresser conisn) programmes for teachers which are very helpful in enhancing the emotional intel ligence 4. The findings of present study will seure as gudie to school anthorities/responsible for teachers se lection The teachers to be recoruited can be screened for different dimensions of personality traits, emotional intelligence and stress etc. 5. The findings of present study will be helpful for psychologists in studying the relationship be tween stress, coping behaviour and emotional intelligence and personality traits of teachers. 6. Thepresentteachereducationprogrammesinthe country are heavily loaded with the theortical content. It lacks the integration of knowledge withemotionalandotherhumansituations.There is strong need of emotional education and emo tional and moral training of teachers. 7. Teachers should not berigid in theirthinking and in ways of dealing with students and staff. The findings of present study will be helpful to individval teachers to evaluate their own
    • 32 International Indexed & Refereed Research Journal, ISSN 0974-2832, (Print), E- ISSN- 2320-5474, Aug-Oct, 2013 ( Combind ) VOL –V * ISSUE – 55-57 behaviour. 8. By being aware the teachers can reduce stress by sympathetic handling the situation and adoping thecopingstrategiestoacquirepositiveanduseful goals for growth and motivation. 9. One of the causes of stress among teachers is heavy workload. The school authorities should find ways to lessen heavy workload by lifting some of non teaching duties of teachers and dis tributing workload every among teachers. 10. The findings of present study has educational implicatior for education department, too. The education department should see the needs of teach- ers by discussing with Govt. On inereasing welfare benefits and upgrading the social status of teacher for reducing the stress among teachers. 1 Abraham .R (1991) : Emotional intelligence in organization : A conceptualization. New York : Bantam books. 2 Abraham, R (2000) : The role of job control as moderator of emotional dissonance and emotional intelligence out come relationship. Journal of Psychology 134(2) 169-184. 3 Bar-on, R (1997) : The emotional quotient inventory (EQ-i), Technical manual, Toronto. Multi Health system. 4 Chadha, N.K(2002) : Manual for emotional intelligence test. National Psychological corportation, Kachhighat, Agra. 5 David, L.E (2006) : Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. www.aljed.in. 6 Galloway, D; Panckhurst, F and Green, K(1987) : Source of stress for class teacher in New Zeland primary school. Fastorol care in education. 5(1), 28-36 7 Goleman, D(1995) : Emotional intelligence- why it can matter than IQP Bantam Books Inc. New York,23 8 Goleman. D (1995b) What is your EQ. The utne lens, Utne Reader. http://www.utne.com/lens/burns/eq/html 9 Good, C.V. (1959) Dictionary of education New York Mcgraw Hill Book Company (2nd Ed.), 493-510 10 Kundan, C.L. & Tutoo D.N.(1988) : Educational Psychology. Sterling Publishers Pvt. Ltd. New Delhi. 11 Mayer, J.D. & Salovery, P (1993): Intelligence of emotion intelligence Basic Books, New York , 17, 433-442. 12 Mishra, M (1986) : A study of stress and burnout in teacher of secondary schools in Culcutta. The M.S. University of Baroda. 13 Oxford Advanced Learner's Dictionary of current English (2002). 6th edition, Oxford university, Press, New York, 191. 14 Ravi, D (2001) : Emotional intelligence- a sine quanon of leadership. 8 M. The Journal of Indian Mangement and strategy, 6(4) -, 33-43. 15 Salovey, P & Slayter, D.J.(1997) : Emotional development and emotional intelligence New York, Basic Books. 16 Singh et.al. (2008) : Impact of locale and gender on emotional intelligence of adolescents. Psycho-lingua 38(1), 86. 11. The education department should provide more teaching aids and resources for different subjects so thatteacherscangetmoreinformationandmaketeach- ing more effective and interesting. 12.Personalitytraitsareretativelystabledispositionof a person. The present findings have high lighted the significant correlaties of personality traits and stress. So the teachers to be recruited can be screened of personality traits which appear to make them vulner- able to stress. 13 The finding of the present study have implications for private school management. These managements should try to remove the causes of stress in their insti- tutions and provide good facilities for teachers for better environment in school. R E F E R E N C E