Occupational Stress Among Mathematics Teachers of Higher Secondary Schools in Relation to Certain Demographic Variables

Mathematics is considered a difficult subject by many students and parents. However, at the higher secondary level, the study of mathematics is of prime importance because it opens doors to many professional studies. Hence, at this level, teachers handling the subject face pressure from multiple directions for better results — from higher authorities as well as from students’ parents. Amidst such challenges and issues, along with personal matters, there is a strong possibility that mathematics teachers experience stress that affects their daily routines. Therefore, the stress experienced by mathematics teachers is a major
subject of research. The current study is an inquiry into the demographic differences among mathematics teachers, conducted by surveying a random sample of 200 mathematics teachers from higher secondary schools in the Kollam district of Kerala state,
India. A standardized occupational stress scale developed by Meenakshi Sharma and Satvinderpal Kaur (2014) was used to assess
the stress levels of teachers. Data analysis revealed a significant difference in occupational stress with respect to the locality of the
institution and the type of school management. However, the difference was not substantial with respect to gender or teaching
experience. The findings emphasise the need of appropriate interventions to mitigate the stress among mathematics teachers.