Stress, Mental-Well Being and Self-Efficacy among Government School Teachers

Abstract

As duties rise in the context of the pandemic, so does the strain on mental health. Fear, anxiety, aggressiveness, and stress have increased among people due to the exuberant nature of the diseases. Indian schools have suffered greatly as a result. Teachers now have more work to do because students are attending online classes at their convenience due to the institutions' inability to function. For the teachers, teaching online has proven to be frustrating and difficult. The present research aimed to study stress, mental well-being, and self-efficacy of schoolteachers in rural area, aged 30-55 years of age. The study was conducted on 40 males and 40 females’ schoolteachers. Standardized measures were used to study stress, mental well- being, and self-efficacy. The results found out that there is significant negative correlation between teacher’s self-efficacy and stress. However, no gender differences were found between the stated variables. Regular mindfulness practises and supportive professional development programmes catered to teachers' unique needs and challenges in the classroom can improve teachers' well-being, stress levels, and sense of self-efficacy.