Stress and Coping Mechanisms Among Government School Teachers

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Dr Rambabu Kalathoti

Computer Science and Engineering

Koneru Lakshmaiah Education Foundation

Abstract
This study investigates the prevalence of occupational stress and the coping mechanisms employed by government school teachers. Teaching in government-run institutions often entails high workloads, limited resources, and socio‑economic challenges that can exacerbate stress levels. Adopting a quantitative survey design, data were collected from 350 government school teachers across three districts. The standardized Teacher Stress Inventory (TSI) and the Coping Strategies Inventory (CSI) were administered to assess stress dimensions and coping strategies respectively. Descriptive statistics, correlation analyses, and multiple regression were used to examine the relationships between demographics, stressors, and coping styles. Findings reveal that time pressures, role ambiguity, and lack of administrative support are the most significant stressors. Teachers predominantly employ problem‑focused coping (e.g., time management, seeking peer support) and emotion‑focused coping (e.g., positive reframing, relaxation exercises), though avoidance strategies also appear among younger and less experienced teachers.

Regression results indicate that problem‑focused coping significantly predicts lower stress levels (β = –0.42, p < .001), whereas reliance on avoidance coping predicts higher stress (β = 0.31, p < .01). The study contributes to understanding how government school teachers manage occupational stress and highlights the need for institutional interventions—such as professional development in stress management, peer‑support networks, and administrative policy reforms—to foster teacher well‑being and retention.

Keywords
stress; coping mechanisms; government school teachers; occupational stress; resilience

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