Teacher’s Performance as a Function of Occupational Stress and Coping with Reference to CBSE Affiliated School Teachers in and around Hyderabad: A Multinomial Regression Approach

The research study reports the results of our investigation on causes of occupational stress, coping strategies adopted and their relationship with the teachers’ performance in CBSE affiliated school teachers in and around Hyderabad. A survey of 300 CBSE affiliated school teachers consisting of 200 women and 100 men from in and around Hyderabad carried out to assess the eight independent stress causing factors—workload, role overload, role ambiguity, students behaviour, co-workers, school environment, school policies & ethics and social support—and effect of approach and avoidance coping strategies on employees’ performance a dependent factor. To measure the reliability of the scale used in this study, and internal consistencies of the survey questionnaire, the reliability statistics Cronbach’s alpha (CAlpha) was measured. The overall C-Alpha value was 0.82 whereas the C-Alpha values ranged from 0.70 to 0.82, for all the 10 independent factors, and one dependent factor. The bivariate logistic analysis was carried out on dichotomous variables to measure the association of demographic variables with occupational stress. The multinomial logistic regression analysis was performed to estimate the likelihood odds ratios (ORs) to explain the factors associated with occupational stress, coping strategies and their relationship with the performance. Healthwise, some teachers developed chronic leg pains due to mild varicose vein disorders, maybe because of long standing teachings and there were no statistically significant differences with relation to gender on occupational stress and effect on performance. How to cite this paper: Prasad, K. D. V., Vaidya, R., & Kumar, V. A. (2016). Teacher’s Performance as a Function of Occupational Stress and Coping with Reference to CBSE Affiliated School Teachers in and around Hyderabad: A Multinomial Regression Approach. Psychology, 7, 1700-1718. http://dx.doi.org/10.4236/psych.2016.713160 Received: October 21, 2016 Accepted: November 15, 2016 Published: November 18, 2016 Copyright © 2016 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/ Open Access K. D. V. Prasad et al.