Two files has been uploaded that includes my analysis to write the chapters in files named “Questions” and “Assessment (Responses)”.

20200410200620sample.docx

Home >Business & Finance homework help >Management homework help >Two files has been uploaded that includes my analysis to write the chapters in files named “Questions” and “Assessment (Responses)”.

A Study of Occupational Stress among Academic Staff of Mazoon College.

A PROJECT REPORT

Submitted by

Under the guidance of

Ms. Ayesha Anjum

Submitted in partial fulfillment for the requirement of the degree of

BACHELOR

PSYCHOLOGY

MAZOON COLLEGE

Under the Supervision of Ministry of Higher Education

(Affiliated with the Missouri University of Science & Technology, USA)

www.mazcol.edu.om

Sultanate of Oman

December 2019

BONAFIDE CERTIFICATE

It is certified that this project report “A Study of Occupational Stress Among Academic Staff of Mazoon College".

It is the bonafide work of,

who carried out the project work under our supervision. Certified further, that to the best of our knowledge the work reported herein does not form part of any other project report or dissertation on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Moreover, it is certified that the work is genuine research carried out by the student(s) and plagiarism report of the research is within the accepted level.

Name of the supervisor:

Ms. Ayesha Anjum

Humanities Department

Mazoon College

Muscat

CERTIFICATE OF APPROVAL

The project entitled “A Study of Occupational Stress Among Academic Staff of Mazoon College” Submitted by:

It is hereby approved as a credible study of the research topic and has been presented in a satisfactory manner to warrant its acceptance as a prerequisite to the degree for which it has been submitted. It is understood that by this approval, the undersigned does not necessarily endorse any conclusion drawn or option expressed therein, but approve the project for the purpose for which it is submitted.

Examiner 1	Examiner 2
Signature:	Signature:
Name:	Name:
Date:	Date:

CERTIFICATE OF ETHICAL APPROVAL

This project report “AStudy of Occupational Stress among Academic Staff of Mazoon College" is a bonfide work and carried out under the supervision of Ms. Ayesha Anjum. Further, that to the best of our knowledge the work reported herein does not form part of any other project report or Thesis on the basis of which a degree or award was conferred on an earlier occasion on this or any other candidate.

Moreover, it is certified that the work is genuine research carried out and is not plagiarized beyond the accepted level. The researcher has also ensured to follow all the ethical guidelines provided in the project guidelines.

Students Name :	Students ID:	Students Signature:
Abeer Saif Al Saidi	1524557
Maysaa Mahfood AL Jabri	1515060
Noof Subaa Al Hindasi	1514952
Shahad Al Mamari	1524741
Zainab Nasser Al Aghbari	1515066

Supervisor Name: Ms. Ayesha Anjum

Supervisor Signature:

Academic Designation,

Humanities Department

Mazoon College, Muscat.

Abstract

The teaching profession is considered one of the noblest and most difficult professions, as we know require many effort, patience, flexibility and integrity at the same time. Teachers face many difficult challenges such as communicating information to a student in the simplest form, leading to great stress and psychological effort. As we observe our teachers are having many responsibilities and multitasking. They teach us by using different ways and strategies and try to help us by offering some suggestions and solutions to solve our problems that face it in college. Teachers have their own issues in their personal life such as taking care of their families and family problem. Therefore, they face a lot of stress due to their responsibilities and duties in both in their work and in their personal life. In our present project, we want to understand the concept of occupational stress and measure the level of OS among academic staff of MC. In addition, we want to suggest some strategies to reduce the effect of OS among our teacher. Research methodology, a research design is exploratory and descriptive. We used the questionnaire method to collect data. In addition, our research sample, we choose random sample design, we just select from MC. The number of our sample are (50) for the academic staff. In addition, we used the questionnaire method to collect data. We used the standardized questionnaire by Dr. Srivastava and Dr. Singh (1981).

ACKNOWLEDGMENT

Through taking a shot at this exploration, we confronted numerous challenges and we required a great deal of help from numerous individuals on unraveling them. In this area, we might want to thank and welcome every one of the individuals who help us in finishing our undergraduate venture. First, A large portion of thanks, to Allah, for without him, this work will not be conceivable. Then, we have a great deal of much gratitude to our College for furnishing us with complete assets and apparatuses that help us in completing our project and we have a great thanks and gratefulness to our supervisor Ms. Ayesha Anjum, for her direction, backing and spurring us in finishing this project during the entire semester. Likewise, we perceive her incredible method for managing us, which was brimming with deference, thoughtfulness and persistence.

Moreover, our ardent much gratitude goes to our psychology teachers, and other teachers who participated with us in making our capstone project. We additionally give our incredible gratitude to our folks, the other relatives for their help.

TABLE OF CONTENTS

CHAPTR NO.	TITLE	PAGE NO.
	BONAFIDE CERTIFICATE	II
	CERTIFICATE OF APPROVAL	III
	CERTIFICATE OF ETHICAL APPROVAL	IV
	ABSTRACT	V
	ACKNOWLEDGMENT	VI
	TABLE OF CONTENTS	VII
	LIST OF TABLES	IX
	LIST OF FIGURES	X
	LIST OF ABBREVIATIONS	XI
1	INTRODUCTION	1
1.1	Introduction	2
1.2	Problem Statement	5
1.3	Objective	5
1.4	Significance of Research	5
1.5	Limitations of the Research	6
2	LITERATURE REVIEW	7
2.1	Fundamental Concepts	8
2.2	Theoretical Background	9
2.3	Previous Studies	12
3	RESEARCH METHODOLOGY	20
3.1	Research Design	21
3.2	Sampling Method	22
3.3	Data Collection Method	23
3.4	Data Analysis	26
3.5	Ethical Approach	27
4	ANALYSIS & FINDINGS	28
4.1	Analysis	29
4.2	Major Findings	32
5	CONCLUSION & RECOMMENDATIONS	33
5.1	Conclusion	34
5.2	Recommendations	35
	REFERENCES	37
	APPENDIX A. QUESTIONNAIRE	39

LIST OF TABLES

TABLE NO.

TITLE

PAGE NO.

Percentage of Occupational Stress among Academic Staff in Mazoon College.

Level of Occupational Stress of Teachers in Mazoon College

LIST OF FIGURES

FIGURE NO.

TITLE

PAGE NO.

Percentage of Occupational Stress among Academic Staff in Mazoon College.

Level of Occupational Stress of Teachers in Mazoon College

LIST OF ABBREVIATIONS

1. OS: Occupational Stress

2. MC: Mazoon College

3. OSI: Occupational stress index

( CHAPTER 1 )

( INTRODUCTION )

CHAPTER 1

INTRODUCTION

1.1 Introduction:

Stress can be defined in general term as people feel pressures in their own life. Stress is the body's reaction to any change that requires an adjustment or response. The body reacts to these changes with physical, mental, and emotional responses. (James, 2011). The feeling of pressure resulting from hard working and fatigue in the workplace. It is a condition caused by factors in which the psychological, physiological and environmental demands. The stress associated with the work environment is known as occupational stress or job stress. (Jon, 2016)

There are many tasks entrusted to the teacher such as providing the emotional and social climate, organizing the learning environment, providing educational experiences, maintaining order, and observing students and follow-up, and with technological progress has become a pressure on the teacher.

Our lives are brimming with emotions and sensations, all of which have complex physical reactions. At the point when an individual is furious, for instance, the pulse rises, adrenaline streams, and circulatory strain rise. These enthusiastic neurophysiologic and hormonal changes influence all parts of our body. The body is intended to test and respond to pressure. Stress can be sure, making the individual increasingly alarm and willing to confront threat. Stress ends up negative when an individual face numerous difficulty without having the opportunity to rest and to vent his resentment and exhaustion, hence turning into a casualty of stress and stress. Stress that keeps going without rest prompts the trial that causes numerous genuine wellbeing side effects, for example, cerebral pains, stomach throb, hypertension, a sleeping disorder, just as the infections it might produce. Stress turns out to be progressively genuine when an individual expends liquor, cigarettes, and medications and makes it an approach to assuage his displeasure and mitigate pressure. As opposed to what some accept, these methods make an individual a detainee of stress and not liberate him from it.

Side effects of stress:

Memory issue, difficulty concentrating, permanent negativity, change your state of mind, irritability, inability to unwind, feeling depleted and forlorn, depression, sleep excessively or excessively little, isolation from others, procrastinate or disregard obligations, use liquor, smoking to unwind, pains and hurts, diarrhea or stamina, permanent virus, nausea and dazedness, occupational stress.

Is pressure identified with one's activity? Word related pressure frequently comes from surprising obligations and weights that do not line up with an individual's learning, aptitudes, or desires, hindering one's capacity to adapt. Occupational stress can increment when laborers do not feel upheld by directors or associates or feel as though they have little command over work forms and each teacher experiences stress differently over the other at Mazoon College. Of course, the roles vary depending on the type of college, the nature of the subject, the environmental and cultural conditions in the Community, the individual differences in the teachers' personalities, and the roles shared by most teachers.

· Causes of occupational stress:

1. Workload:

In occupational setting, managing an unstable burden can be bothersome and packaged as pressure for workers. There are three parts of the workload that can be stressful.

1. Quantitative workload or overload: having more work to do than it can easily do.

2. Qualitative workload: having a very annoying work.

3. Under load: work that ignores the utilization of the skills and abilities of the worker.

This model suggests that occupations with popular levels can be annoying; especially when an individual has, a low ability in some activity such as, control is fill as a defensive factor when pending demands or burdens are high. This model was invented in a model of interest enhancement that suggests that a combination of high control and high social assistance at work overcomes the effects of popular levels.

2. Long Hours:

Working for long hours can lead to stress in teachers where it reduces their performance at work and their production, so they are less motivated at work, Long working hours without enough break time to take care of other life matters, exacting office approaches and working environment resoluteness are known to have a critical negative effect on physical and mental wellbeing.

3. Discrimination:

Encountering Discrimination can fuel significant levels of pressure and wellbeing differences Individuals who state they have confronted Discrimination rate their feelings of anxiety higher, largely, than the individuals who state they have not experienced Discrimination.

4. Harassment:

Harassment can be one of the causes of psychological stress in employees as harassment can reduce the efficiency and production of the employee. It can also increase employee anxiety and stress.

(Women are more likely to be sexually harassed than men, especially for those who work in routine male functions. Similarly, the investigation showed that sexual harassment negatively affects workers' mental health. Another test found that the degree of sexual harassment in work environments led to variation in job performance. High levels of sexual harassment associated with the worst outcomes were identified, and no provocation with fewer negative outcomes was identified. At the end, it was found that women who experienced a higher level of sexual harassment were more likely to perform poorly).

5. Poor relationships with the workers:

There are many reasons why work can cause stress such as not having a relationship with employees and the manager, so that it can lead to many problems, as the employee will not find anyone to talk about his career problem, and also once he has a lot of works did not find anyone to help him.

1.2 Problem statement:

Occupational stress is considered as one of the most common problems that increased over the years. Stress has become an obstacle for the individual to perform his duties; the individual must stop, to solve the problem to continue his life in a comfortable way. This study aims to focus on the occupational stress of academic staff among Mazoon College and try to know the level of stress on teachers. Also through this study, we try to know the causes of stress among the teachers in Mazoon College.

1.3 Objectives of the study:

1. To understand the concept of occupational stress.

2. To measure the level of occupational stress in Mazoon college among academic staff.

3. To know the causes of the stress among academic staff of Mazoon college.

4. To suggest various measures to reduce the occupational stress among academic staff of Mazoon college.

Research Questions:

1- What is the concept of occupational stress?

2- What is the level of occupational stress in Mazoon College among academic staff?

3- What is the stress among academic staff of Mazoon College?

4- What can the solution to reduce the occupational stress among academic staff of Mazoon College?

1.4 Significance of the study:

Occupational stress project is our under-graduation research, we choose this topic because nowadays the people suffering with this phenomenon which called “stress”.

Many people face different types of problems and uncomfortable emotions. That may lead them to loss their patience and their productivity at work.

When the employees become uncomfortable with their work, it can affect the productivity of the employees, also the motivation will reduce.

When the employees face a lot of stress or conflict in their work they cannot perform well in their work.

In our present project, we want to understand the concept of occupational stress and the factors that leads to occupational stress among academic staff.

It is very important for us to go deadly to this phenomenon, analyze it, and get the perfect solutions to reduce occupational stress among academic staff.

As we observe our teachers are having many responsibilities and multitasking. They teach us by using different ways and strategies and try to help us by offering some the suggestion and solutions to solve our problems that faces it in the college .Teachers have their own issues in their personal life such as taking care of their families and family problem .So, they faces a lot of stress due to their responsibilities and duties in both in their work and in their personal life. In our present project, we want to understand the concept of occupational stress and measure the level of this phenomenon among academic staff of Mazoon College. In addition, we want to suggest some strategies to reduce the effect of occupational stress among our teacher.

1.5 Limitations of the study:

1. The time of complete, the project was limited at 3 months only.

2. The present study was done in Mazoon College only.

3. The study was conducted only for the academic teachers.

4. Difficulty in taking out appropriate time to meet the group member and teachers for data collection.

Scope of the study:

The study is about "A Study of Occupational Stress among Academic Staff of Mazoon College". The scope of this study is Mazoon College teachers from different major.

( LITERATURE REVIEW ) ( CHAPTER 2 )

CHAPTER 2

LITERATURE REVIEW

2.1 Fundamental Concepts

In the world of development and progress, become most individuals' women and men are working and have many responsibilities, which led to the emergence of a phenomenon stress which is consider widespread in the current time. Stress levels vary from one individual to another, when stress occurs repeatedly over the entire lifespan increases the real incidence of stress problems much higher. Many people use the word stress to refer to negative experiences that make us feel exhausted. However, to think of stress as something negative gives us the wrong impression of its true nature. Stress is a reaction to a changing and challenging environment.

Stress is about our ability to handle change more than, whether it makes us feel comfortable or bad. Change happens all the time, and stress is a big part of what we feel when we interact with it. However, when you consider that this stress has become an obstacle for the individual to perform his duties, the individual must stop, to solve the problem to continue his life in a comfortable way. Stress can be defined as a "set of changing emotional, cognitive and physical reactions" (Lanier, 2003).However, thinking about stress as a reaction to change suggests it is not necessarily bad, and sometimes it is good. Our experience in stress varies between intensity and low. In this research, we study occupational stress on academic teachers because stress affects the individual and the organization negatively.

The pivotal thoughts of stress, word related weight, Role Conflict, Role Overload, Role vulnerability and insightful educator. Worry/According to Van Week, stress is gotten from the Latin word "demanding us" that change over into inflexible, which implies emphatically hung (Olivier & Venter, 2003). Stress can be described generally speaking term as people feel pressures in their own one of a kind of life. Stress is the body's reaction to any change that requires an alteration or response. The body reacts to these movements with physical, mental, and energetic responses. (APA: 2014).Occupational stress is a feeling of pressure resulting from hard working and fatigue in the workplace. It is a condition caused by factors in which the psychological, physiological and environmental demands. (Jon, 2016). Occupational weight/portray as "A condition rising up out of the collaboration of people and their livelihoods and depicted by changes inside people that power them to diverge from their conventional working." Occupational weight impacts clearly definitive duty similarly as physical prosperity and mental flourishing of individuals (Behr, 1978). Role conflict happens when there are abnormalities between various or various social occupations that an individual takes on or plays in their standard step by step nearness (Newman, 1978). Occupation over-trouble is a condition wherein the individual has nonattendance of counterbalance and has looked with a huge amount of obligations, which require that person to accomplish past what he can acclimate to or oversee(Arun Gupta, 1871). Occupation unclearness is a confusing condition that makes in perspective on a dim expected arrangement of duties where commitments and limits are not evidently described (Eric Voegelin, 1997). It is the spot an individual doesn't see enough what his work or development genuinely. Teachers do extensively more than show academic activities. They have a lot of commitments and obligations toward their understudy. They should watch and manage the examination lobby direct and helping understudies in developing socially in a strong and incredible way.

Besides, they orchestrate with gatekeepers by what means can reinforce their adolescent. Instructors are required to play out these tasks satisfactorily, in any occasion, when their understudies face difficulties outside the homeroom; they endeavor to comprehend the issues. The more needs understudies have, the more instructors are relied on to do. Therefore, instructors have a lot of obligation toward their work with their understudy moreover in their own life, that drove them feel pressure and that effect on their commitment terrible. Stress may chance them in their wellbeing and occupation execution. The aftereffects of teacher stress are broad, and it influences not just for the instructor, it moreover influences for everyone around them, especially their understudies.

2.2 Theoretical Background

Theories and Hypotheses are detailed to clarify, foresee and understand phenomena. The theoretical background is the structure that can hold or bolster a hypothesis of an examination or research study. The hypothetical system presents and depicts the hypothesis that clarifies why the exploration issue under examination exists. These are some theories related occupational stress.

1. Interactional theories of stress

Given by: Lazarus and Lanier, (1978). Interactional models underline the connection of the ecological improvement and the related individual reactions as an establishment of worry. For example, the Effort-Reward Imbalance (ERI) hypothesis sets that exertion at work is spent as a component of a mental agreement, in light of the standard of social correspondence, where exertion at work is compensated with remunerations and openings here, it is the awkwardness in this agreement that can bring about pressure or pain. However, as opposed to value-based hypotheses of stress, this irregularity may not really be dependent upon any evaluation, as the stressor might be an ordinary steady event.

2. Allostatic Load Model of the Stress Process

Given by: (Gangster and Rosen 2013). “Early mental models of pressure might be appropriate for depicting how natural occasions produce distressing evaluations for people”. One more hypothetical model conceived by means of a multidisciplinary audit of Work Stress and Employee Health recognizes the interceding physiological procedures that connection stress presentation to wellbeing results. The Allostatic burden model of the pressure procedure expands on prior subjective evaluation models of pressure and constructed to portray the improvements of allostatic during the time spent pressure. Allostatic is the procedure of modification for a person's real frameworks that serve to adapt to genuine, fanciful, or foreseen difficulties to homeostatic (stable) real frameworks. This model suggests that proceeded with overstimulation prompts dysregulation, and afterward to poor tertiary wellbeing results. In any case, the succession of this model has demonstrated hard to approve exactly. In addition, this exploration is worried about the mental as opposed to the physical results of business-related pressure.

3. Stress and job performance theory

Given by Jex, S. M. (1998). Gives a complete, inquire about based assessment of the connection between word related pressure and occupation execution. The creator displays an outline of the field, a clarification of terms and ideas, and a synopsis of significant hypothetical models of the pressure procedure. Jex analyzes the connection between significant occupation related stressors, (for example, outstanding burden, relational clash, and absence of control) and an assortment of execution records. Likewise, he investigates various different components that may influence the connection between word related pressure and employment execution, including sexual orientation contrasts, age, character, and professional training. This book is planned for understudies, researchers, and peruses who don't have a broad foundation in the social sciences. (PsycINFO Database Record (c) 2016 APA).

4. Occupational stress theory by Dr. Babatunde Oluwatoyin Akanji

Given the mind-boggling nature of the idea - word related pressure (otherwise called work or occupation stress), it seems an overwhelming undertaking arriving at a brought together meaning of work pressure because of the recognized actuality that a particular methodology will most likely be unable to include the expansiveness of the wonder. To this end, the motivation behind this paper is to give a general survey of a portion of the difficulties encompassing the thought of word related worry in writing. Along these lines, the built-up information with respect to the nature and reasons for word related pressure were inspected in light of the calculated typology that depicts different wellsprings of work environment stress, which has been ordered as exuding from the specific situation and substance of work. These pressure sources are considerably known to deliver critical hierarchical and extra-authoritative results, for example, low spirit, terrible showing, profession vulnerability, truancy, medical issues, work-life struggle, turnover and different inverts that undermine aggressive destinations of business. As arrangements, stress healing measures are talked about to help directors to comprehend the essentialness of giving viable pressure the executives intercessions that can upgrade representative prosperity and authoritative efficiency.

5. A theory of occupational stress

Given by: Johannes Siegrist. Cooper's recommendation of "circumstance explicit" models of word related pressure and contends for a "general" hypothesis. The creator initially abridges center explanations of one case of such a general hypothesis of word related pressure, named exertion remunerate unevenness. The creator at that point abridges the primary observational proof on the side of this methodology. At last, future improvements and arrangement suggestions are talked about.

2.3 Previous studies:

1) Archibong et al. (2010) studied "The sources of pressure among teachers at the university". The examination recognizes study indices under the expansive variable in the investigation, in sources that lead to teacher pressure. It is as if manner discovers that work improvement situated as the enormous source or stress, and it was discovered that the degree of worry among female and male employees differed only in teaching but in research and interpersonal relationships and developing professional. It can thusly be felt that as long as this stress stays unaltered, teachers will keep on confronting worry about these sources.

2) Dr. Ilhan, G. (2014) explored "Work stressors and their consequences for scholastic staff". This investigation was conducted on faculty members to determine the concept of stress they have, what are their perceptions about stress caused by work environment stress and how to overcome stress because of stresses of the academic atmosphere. These outcomes, identified in the sense of stress, showed that stress is not only negative phenomenon-affecting teachers but also a positive phenomenon active by people as it appeared during PDA. This discovering is steady with the meaning of Selye's 1976 eustress, which is known as a positive, healthful and development pressure reaction. As also as pressure makes muscles fortify, some level of pressure may provoke better execution and a progressively balanced personality. This Findings identified with the meaning of stress indicated that pressure was not only a negative phenomenon affecting staff but also a positive phenomenon energizing people.

3) Qian Meng et al. (2018) discovered "Sources of stress on academic staff at the University of Chinese". Occupational stress among teachers is spread across the college hierarchy. Teachers at the college suffer from various degrees of stress. College teachers are looked with changed degrees of educating and logical research and self-awareness pressures. Deciding the location and length of educating and age have a major effect in the level of professional pressure of teachers. The outcomes can assist us with affirming that logical research, proficient advancement, and regulatory undertakings are huge affecting components of teachers related.

4) Sofie, M., & Stella, (2015) studied "Stress among University Lecturers in the Case of Zimbabwe". This investigation planned for investigating pressure, side effects, and normal stressors for teachers at a specific Christian college in Zimbabwe. A changed University and College Union model pressure poll was circulated to 36 full-time teachers at the college. The gathered information was examined utilizing Statistical Package for Social Sciences (SPSS) Version 16 just as Analysis of Variance (ANOVA). Research discoveries revealed that most of the teachers in the aforementioned Christian College in question were stressed. The most essential ones were extended residual jobs needing to be done, need to hit targets/cutoff times, and long working hours. Working hours for certain instructors were incredibly high, that is, over 51 hours out of each week. The main reason was the increased workload.

5) Aruna, R., & Neena, V., et al. (2017) examined "Occupational Stress and Coping Strategies in college teachers". The present investigation has attempted to meet the objectives of the characteristic factors that cause stress, and to determining stress management strategies for occupational health. A survey was conducted to achieve the objectives of this study. In this study, random samples were taken to identify and select a sample of thirty college educators. The most significant pressure-causing element was work weight at work spot.

6) Sukumar, A. & Kanagarathinam, M. (2016) reviewed "Job stress among university educators in self-financing university in Coimbatore". This research was directed to explore the faculty perception towards occupational stress using established questionnaire, information gathered from five divisions in the private colleges. The phenomenon of stress is a danger to an education profession and must be addressed immediately. Stress can make an individual profitable and useful when it is recognized and well manna GED.

7) Fauzia, N., & Muhammad, D., et al. (2016) examined "Relationship between occupational tension and personal strain on the College Instructors in Rawalpindi and Islamabad". The main goal of this research was to discover level of pressure and individual strain among college educators, the second object of the investigation was to discover connection between pressure and personal strain. All private and public colleges were included in the study. Six colleges were chosen as test of the investigation. The results indicate that there is no relationship between them. In addition, results show that there is a low and medium level for teachers in the level of occupational stress and personal pressures.

8) Fleura, S., & Erika, M., et al. (2015) studied "The working environment stress among Teachers in Kosovo". This research aims to identify the patterns of stress in the workplace related to age and sexual orientation in the work environment, as is the case with a look at marital status and educational level and work sharing with an example of Kosovar educators. The various sorts of stressors detailed by educators were examined. The sample comprised of 799 teachers. The degrees of stress experienced by instructors in Kosovo are logical through degrees of training and spot of living arrangement. Notwithstanding, there are associations between different sorts of stressors and characteristics, for instance, age, working information, educational level, or spot of home.

9) Naveen, K. & Abhay, S. (2015) reviewed "Occupational stress among teachers, in an international and national situation". In the wake of assessing the various examinations, the scientist has discovered some similarities between the factors responsible for occupational anxiety in a teaching environment, for example, working condition age factor and employer stability other than that paid leave job strife and mechanical changes are the variables, which lead to work stress in universal situation.

10) Sindhu, K. (2014) considered on "Stressors among College Teachers". The examination on work stressors among college instructors was led on a random test of 200 (100 every one of male and female) degree school educators of Kerala State. Poll was utilized for information assortment. Through this analysis, obviously the college instructors are influenced by pressure particularly, work pressure. In this manner, it is suggested that they should adjust some adapting methodologies for conquering the pressure.

11) Ellena, J. (2011) Measured "An assessment of the work pressure factors perceived by affirmed educators". The researcher sought to compare the stress factors experienced by teachers to determine if there is a link between gender, grade level taught, years of teaching experience and teacher perceptions of the work factors that contribute to stress. Teacher reactions to an overview regarding the elements that caused or relieve work pressure. This investigation shows that teachers show a moderate degree of pressure. Stress is accessible among teachers at all degrees of experience, and no qualifications exist in sentiments of stress reliant on length of organization or subject to sexual direction.

12) Hulya, l., Tuncay, k., et al. (2018) studied of "The relationship between teacher self-efficacy and work stress". The purpose of this study is two things, first to explore the relationship between teachers' work pressure and individual characteristics, for example, sexual orientation, age, experience year, and instructive background. Secondly, the aim is to find the relationship between perceiving work stress and realizing the self-sufficiency of teachers of English as a foreign language. The number of participants in this study was 84 teachers. Study with EFL Instructors. The discoveries uncovered that the member has experienced moderate degree of employment related pressure. Nevertheless, there was no factually huge connection between occupational stress and instructor self-adequacy.

13) Prasad, K., & Rajesh. (2016) reviewed "Educators performance as a function of work stress and coping with reference to CBSE affiliated college educators in Hyderabad". 300 teachers from Hyderabad, around 100 men, and 200 women participated in the study. The result further shows that adapting procedures are one of the techniques to battle the pressure. The instructors who got social support had the option to adapt to the pressure superior to the educators with no social support.

14) Naresh, D. (2018) studied "Similar study of occupational stress of educators working in Govt", supported by university of Punjab and Rajasthan State. In this exploration, test of 200 instructors were chosen randomly from universities of Rajasthan and Punjab state. Examination and explanation of data revealed that there is no different in occupational stress of educators working in govt. They face moderate occupational stress.

15) Pula, R. (2018) examined "An element of occupational stress among university instructors in self-financing university". Using the questionnaire and information gathered from five departments in private universities, conducted this study to discover teachers' perceptions of work pressure. Stress can make an individual beneficial and important when it is recognized and control it.

16) Jenitta, N. & Mangaleswaran, T. (2016) discovered "The components affecting the pressure of educators; a special reference to trincomalee district". This study attempts to identify the factors that influence teachers’ tension. To accomplish this target, essential information was gathered through the survey. An example of 129 respondents was taken for the study. Clearly, instructors encountering elevated level of pressure. By virtue of the changing, other supporting works related with showing learning capacity of student and nature.

17) Ana, S. (2011) reviewed "Occupational stress among college teachers’ gender and position contrasts". The Main point of this study is to investigate if there is a difference between men and women and between positions. This online study was conducted on a sample of 1,168 teachers working at the College of Croatia. This study shows that educators in higher education suffer from high professional pressure, center positions and ladies specifically.

18) Izuchi, M. &Onukwufor, J. (2017) studied on "The connects of occupational stress among college Lecturers in Rivers State". A sample of 208 college lecturers was chosen through the random sampling technique. It was inferred that outstanding task, deficient offices and over populace of understudies relate together essentially and freely altogether with college teacher’s employment stress.

19) Rakesh, P. & Seema, T. (2001) investigated "The job stress and burnout in Engineering university educators". Studies show that the teaching profession is very stressful, and educators faces a moderate degree of burnout and job pressure. Educators are confronted with various disciplinary and authoritative issues.

20) Naima, M., et al. (2017) "Examined about college educators in Finland and Pakistan on Variables Associated with work Stress". The discoveries uncovered that there were some huge difference among Finnish and Pakistani college educators. They saw for work pressure indications as higher in Pakistan than in Finland.

21) Shen, X., et al. (2014) examined "The relationship between job pressure and burdensome side effects and the interceding job of mental capital among Chinese college educators". In our example of Chinese college educators, there was a high pervasiveness of burdensome side effects (score of 16 or above). Both extraneous and internal stresses (over-duty) were decidedly connected with burdensome side effects.

22) Partap, S. & Sangeeta, R. (2015) explored some "Study about occupational Stress among university educators in Self-financing University". Stress poses a threat to the profession of information technology and must be solved at the same time immediately. It is in every case best to keep occupied, to bring anger and energy into something positive.

23) Prasanna, K. & Suneetha, B. (2016) examined on "Work stress of educators working in DIET universities as to area and age". The huge distinction was found in work stress among educators of various ages gathering of DIET universities. Mean scores that beneath 30 years ago they are exposed increasingly jobs stress compared with 31-45 years and 46 years. The area did not affect the pressure level of the educators.

24) Satvinderpal, K. (2017) investigated of "The work stress in educator’s comparative study of university educators in Punjab". Studies show that teachers are exposed to a high level of occupational pressure. In the present quickly developing and dynamic requests of the society the job of the educators become complex. The job of the educator’s become complex with growing and dynamic demands of the society.

25) Manabete, S. & John, A., et al. (2016) studied on "The occupational pressure among college heads and teachers In Nigeria universities". The study has saw stress as phenomenon human is upsetting wherein the body endeavors to keep up balance as it manages life challenges. The examination in like manner believed stress to be the weakness of an individual to adjust to his or condition.

26) Mika, K., & Kazuhiro, O., et al. (2014) discovered on "The Job pressure and its related variables among college instructors in Japan"|. Results demonstrated that college instructors had some mental health issues in connection to gender, proficient position, and states of taking paid leave, work fulfillment, work control, social help, and adapting abilities. The outcomes additionally demonstrated that the ineffectual adapting styles lead to poor health.

27) Tandon, J., & Chetna, M., et al. (2014) studied" The Impact of gender and age on job pressures". The mean score of male educators is higher pressure than female. This uncovers there is higher job pressure among male educators than female. In this study discovered that mean score of 51-60 (both male and female) educators is low. In this manner we can infer that feeling of anxiety is most reduced in this age gathering.

28) Satarupa, D. (2018) experimented "Study of work pressure among university educators of West Bengal". Teachers encountering a lot of stress to expand profitability and proficiency at their work spots to meet the desires for overall population, the board just as from state and central governments. Educators face the pressure of time as they work and complete tasks in a specific time that brings pressure.

29) Indrajit, G., &Nigel, D., (2018) experimented "Study on the determination of the occupational pressure and its coping technique university among Teachers University". The result was interesting in the study that the motivation behind financial incentives contributes significantly to the level of pressure among university educators.

30) Revathi, G. & Venkatrama, R. (2015) examined 'The concentrate of the pressures among female’s teachers in university at Chennai city". The investigation of this study centers on causes, impacts and dealing with the worry among women instructors. For all age groups, stress leads to several factors that affect health, such as depression, increased blood pressure, stress and frustration.

31) Nisha, J. & Vineeth, M. (2018) reviewed "The university educators in Kerala with a job pressure". Yet, the present examination uncovers that a large portion of the educators are faced moderately pressure excluding of those in Government Autonomous university and the individuals who are in changeless work. No huge relationship between the jobs pressure and financial variable except for kind of university and sort of work.

32) Satyajit, K. & Sujit, K. (2017) studied"The effect of professional pressure on work life balance in higher education of educators in Bhubaneswar, Odisha". The job of experts are changing and advancing and the new encouraging learning condition puts overwhelming weight on educating experts. This weight of work will profoundly affect their own life, which at last lead to imbalance in their work, and life.

33) Lakshmana, P. (2017) Studied of "The work pressure among educators". A few components of pressures are natural while others are situational in the profession of educating. Educators need to understand and know how to deal with intrinsic elements, while situational situations can be treated with identifier and true sense.

34) Tytherleigh et al. (2005) examined "Work pressure in UK advanced education establishments". In rundown, we utilized an institutionalized instrument to recognize feelings of pressures in all classifications of worker in an example of English HEIS and contrasted these and regularizing information dependent on non-HEI respondents. We have indicated that HEI representatives are, largely, more exceptionally worried than different specialists. Our discoveries offer a significant test to the HE area. As HEIS, staffs in the UK, similar to those in abroad colleges, are encountering significant levels of pressure and lower levels of duty.

35) Danku et al. (2017) reviewed "Pressure among private college teachers in Ghana". This exploration has plainly demonstrated that pressure existed among the teachers. The workload, postponement, irregular payment of salaries and inadequate rewards, and many of the subjects that must be taught over long hours are a major cause of tension among teachers at the college.

( CHAPTER 3 ) ( RESEARCH METHODOLOGY )

CHAPTER 3

RESEARCH METHODOLOGY

3.1Research Design:

The expression "design" has numerous implications. However, on the issue of intrigue, it is an example or diagram for crafted by the examinations task. It is a propensity for significant components to see what gives fundamental insights to the undertaking. It is something very similar in light of the fact that the blue print of the planner's works of art.

The examination configuration is like a wide arrangement or form that discloses how to direct the whole investigation task. It is fitting to be in composed structure and to be basic. The genuine undertaking is performed by the predefined search plan. The pursuit configuration makes it simple to look for changed inquiries. This makes examine viable in creating data with insignificant exertion and cash. Research configuration is the pre-wanting to be followed in the assortment of information the exploration must be planned with alert since it speaks to any blunder that ruin this examination venture.

Research design Definition:

Research configuration is characterized as a structure of strategies and methods picked by method for an analyst to blend different added substances of research in a genuinely legitimate way, so the investigations bother is productively managed. It gives bits of knowledge about "how" to conduct investigate the use of a chose strategy. Every specialist has a posting of studies addresses which need to be evaluated – this will be accomplished with examines structure. (Mohammed, 2016)

The sketch of ways studies ought to be performed might be sorted out the utilization of studies design. Therefore, the statistical surveying analyze can be performed on the reason of research plan.

The plan of an investigation's topic is utilized to clarify the sort of research (test, study, correlational, semi-exploratory, appraisal) and its sub-type (test format, inquire about issue, illustrative case-watch). There are three chief segments of research format: data arrangement, estimation, and assessment. The kind of studies issue a venture is experiencing will decide the investigations design and now not the other way around. Factors, extraordinary apparatus to assemble data, in what manner will the hardware be utilized to accumulate and dissect information and different variables are chosen in ponders plan on the possibility of an examinations approach is resolved.

Kinds of Research Design that is used

An analyst must have a reasonable comprehension of the different kinds of research configuration to choose which sort of research configuration to actualize for an investigation. Research configuration can be comprehensively arranged into quantitative and subjective research structure.

1) Descriptive research design: In a descriptive research design, a researcher is solely interested in describing the state of affairs or case below his/her research examine. It is far a theory-primarily based research design that is created through accumulate, analyze and affords gathered statistics. By enforcing an in-intensity studies layout together with this, a researcher can provide insights into the why and how of research. (Abhiheet, 2019).

2) Exploratory studies layout: In exploratory studies design, the researcher’s thoughts are key, as it is far normally dependent on their personal inclination approximately a selected subject matter. Rationalization approximately unexplored aspects of a topic is provided in conjunction with information about what, how and why related to the studies questions.

Our research design is an exploratory and descriptive. We used this design because we need for greater understanding of the stress phenomenon and to know the causes of the stress among our teacher. Therefore, we can offer assist by suggest various measures to reduce the occupational stress among academic staff of Mazoon College.

3.2 Sampling Method:

The process of getting the data from a selected population is termed as sampling. The outcomes for the example are then used to make evaluations of the bigger gathering. Sample is considered as the quicker and less expensive than asking the whole populace.

Types of sample design:

Random sample is a piece of the testing strategy wherein each example has an equivalent likelihood of being picked under irregular testing, every individual from the subset conveys an equivalent chance of being picked as a piece of the inspecting procedure. (Paul, ,2008)

Types of random sample (probability sample)

1. Simple random sampling

2. Systematic sampling

3. Stratified sampling

4. Cluster sampling

For our research, we choose random sample design, we just select from Mazoon College.The research population includes (76) and a sample of the research includes (50) of academics staff in Mazoon College.

3.3 Data Collection Method:

Data collection is a procedure for collecting data from all relevant sources to discover answers to the issue of exploration, speculative testing and evaluation of results. Data collection strategies can be divided into two categories: primary and secondary methods of data collection.

Primary data collection method:

Primary data collection method can be partitioned into two gatherings: Quantitative data collection methods are situated in scientific estimations in different configurations. Techniques for quantitative data collection and analysis incorporate questionnaire with closed ended question, strategies for relationship and relapse, mean, mode and median and others.

Qualitative research methods, despite what might be expected, do not include numbers or scientific figuring's. Qualitative research is intently connected with words, sounds, feeling, feelings, hues and different components that are non-quantifiable. In our project, we used the questionnaire method to collect data. The questionnaire is the primary instrument for gathering information in survey research. Fundamentally, it is many standardized questions, frequently called things, which pursue a fixed plan to gather singular information around at least one explicit subject.

At times questionnaires are mistaken for interviews. Truth be told, the questionnaire includes a specific sort of meeting- a formal contact, where the discussion is administered by the wording and request of inquiries in the instrument. The questionnaire regularly is regulated in a standardized manner, that is, similarly to every one of the respondents of the survey.

Secondary data collection method:

Secondary data is a type of information that has just been distributed in books, papers, magazines, magazines, portals etc. There is a lot of information that can be accessed in these sources about your field of exploration in business models, paying practical attention to the idea of the screening area. In this way, the use of an appropriate ranking of standards to determine secondary data to be used in the exam assumes a significant task in terms of expanding the levels of legitimacy and unwavering quality of research.

Types of Questionnaire:

1. Structured questionnaire: Structured questionnaire collect quantitative information. The questionnaire is arranged and intended to gather quite certain data. It likewise starts a proper enquiry, supplements information and checks recently aggregated information and approve any earlier theory.

2. Unstructured questionnaire: Unstructured questionnaires collect qualitative information. The questionnaire for this situation has an essential structure and some fanning inquiries however nothing that restricts the reactions of a respondent. The inquiries are increasingly open-ended.

3. The information contained in this email is intended solely for the recipient and may contain confidential information. If you are not the intended recipient, please notify the sender and delete this communication, as taking any other action may be unlawful.

Occupational Stress Index (OSI) Manual is developed by Dr. A. K. Srivastava and Dr. A.P. Singh, (1981).

Items of Various Sub-Scales of Occupational Stress Index (OSI)

No	Sub Scale
1	Role Overload
2	Role Ambiguity
3	Role Conflict
4	Unreasonable group and political pressure
5	Responsibility for persons
6	Under participation
7	Powerlessness
8	Poor peer relations
9	Intrinsic impoverishment
10	Low status
11	Strenuous working condition

Reliability: The Reliability index (table underneath) learned by split half (odd-even) strategy and Cronbach’s alpha – coefficient for the scale overall were seen as 0.935 and 0.90 individually. The dependability files of the 12 sub-scales were likewise registered on the part half technique. The accompanying table records the acquired lists.

Validity: The Validity of the Occupational Stress Index (OSI) was dictated by processing coefficient of relationship between the scales on the OSI and the different proportions of employment frames of mind and occupation conduct. The workers' scores on the OSI is probably going to decidedly relates with the scores on the proportions of such work-show attitudinal, inspirational, and character factors, which give bringing down or directing the degree of word related pressure.

3.4 Data analysis:

The way toward assessing information utilizing scientific and logical thinking to look at every part of the information gave. This type of investigation is only one of the numerous means that must be finished when leading an exploration test. Information from different sources is accumulated, assessed, and after that analysis to shape a type of finding or outcome. The reason of using data analysis is to get usable and valuable information or data. The investigation, regardless of whether the information is subjective or quantitative, may:

1. Portray and summaries the information.

2. Recognize connections between variables.

3. Analyzes factors.

4. Forecast results.

5. Recognize the contrast between factors.

Types of data analysis:

1. Predictive

2. Descriptive

3. Prescriptive

4. Diagnostic

Mean: The Arithmetic Mean is the normal of the numbers: a determined “focal” estimation of a set of numbers. It is the most popular and best universally useful proportion of the mid-pint (around which bring together all other values) of a lot qualities. It is also easily to understand. Add all values to find the aggregate. Divide the aggregate by the numbers of qualities you include.

Percentage: In science, a rate is a number or proportion communicated as a small amount of 100. It is frequently indicated utilizing the percent sign, "%", or the shortened forms "pct."As "percent”, it is utilized to depict the steepness of the slant of a street or railroad, recipe for which is esteem is registered by increasing the numeric estimation of the proportion by 100. Which could likewise be communicated as the digression of the point of tendency occasions 100? This is the proportion of separations a vehicle would progress vertically and on a level plane, individually, when going up-or downhill, communicated in percent. Rate is additionally used to express arrangement of a blend by mass percent and mole percent.

3.5 Ethical Approach:

Ethical approach is the discipline and practice of applying value to human behavior. (Billington, 2003). There are several reasons why it is important to adhere to ethical norms in research. First, norms promote the aims of the research. Second, since research often involves a great deal of cooperation and coordination among many different people in different disciplines and institutions, ethical standards promote the values that are essential to collaborative work, such as trust, accountability, mutual respect, and fairness. Third, many of the ethical norms help to ensure that researchers can be held accountable to the public. Fourth, ethical norms in research also help to build public support for research. People are more likely to fund a research project if they can trust the quality and integrity of research.

The following is a rough and general summary of some ethical principles like: Informed consent is the right of research participants to get or receive an explanation, in ways and language that they can easily understand, of all aspects of research that may influence their readiness to participate. And also, beneﬁts-to-risk ratio is a comparison of the conceivable beneﬁts of research for gaining information and enhancing life conditions versus its expenses to members as far as burden and conceivable damage. In addition, Conﬁdentiality is the right of members to camouflage and hide of their personality concerning the information that they give. Also, protection from harm is the right of research members to be shielded from physical or mental mischief.

( CHAPTER 4 )

( ANALYSIS & FINDING S )

CHAPTER 4

RESULT ANALYSIS & FINDINGS

4.1Result Analysis:

Table 1: Percentage of Occupational Stress among Academic Staff in Mazoon College.

S.NO	N	Percentage	%
1	50	% Of teachers with high OS	18
2	50	% Of teachers with moderate OS	70
3	50	% Of teachers with low OS	12
		Total	100

Figure 1: Percentage of Occupational Stress among Academic Staff in Mazoon College.

shows the percentage of teachers with occupational stress. We observed that the percentage from total 50 teachers in Mazoon College, the percentage of teachers with high Occupational Stress is 18%, the percentage of teachers with moderate Occupational Stress is 70% and the percentage of teachers with low Occupational Stress is 12%.

Outline to the table, a graph is plotted indicating the percentage of occupational stress among teacher in Mazoon College.

Table 2: Level of Occupational Stress of Teachers in Mazoon College

S.NO	Component of Occupational Stress	Mean
1	Role Overload	19.82
2	Role Ambiguity	10.44
3	Role Conflict	14.56
4	Unreasonable group and political pressure	10.94
5	Responsibility for persons	9.76
6	Under participation	10.7
7	Powerlessness	8.06
8	Poor peer relations	10.56
9	Intrinsic impoverishment	11.48
10	Low status	9
11	Strenuous working condition	11.46
12	Unprofitability	6.4
Total		133.18

Figures 2: Level of Occupational Stress of Teachers in Mazoon College

According to table 2, from 50 teachers in Mazoon College the highest mean is role overload (19.82) then role conflict with mean (14.56) and the lowest score in unprofitability with mean (6.4) and also appear that Intrinsic impoverishment and strenuous working condition almost same score in the mean (11.4).

Teacher show that have role conflict increased 4.12 from role ambiguity and increased from strenuous working condition 3.1.

The teacher of Mazoon College appears moderate score in role ambiguity, role conflict, unreasonable group and political pressure, responsibility for persons, under participation, powerlessness, poor peer relations, intrinsic impoverishment and low status with mean between (8-14).

Outline to the table 2, a graph is plotted indicating the level of occupational stress among teacher in Mazoon College through using sub-scales.

4.2 Major Findings of the study:

The main findings of this study are:

· We observed that the percentage from total of 50 teachers in Mazoon College, the percentage of teachers with high Occupational Stress is 18%.

· The percentage of teachers with moderate Occupational Stress is 70%.

· The percentage of teachers with low Occupational Stress is 12%.

· From 50 teachers in Mazoon College we find the highest score is role overload (19.82) then role conflict with mean (14.56).

· The teacher of Mazoon College appears moderate score in role ambiguity, role conflict, unreasonable group and political pressure, responsibility for persons, under participation, powerlessness, poor peer relations, intrinsic impoverishment and low status with mean between (8- 14).

· The lowest score in unprofitability with mean (6.4).

· In the present study, it was seen that teachers with high stress in workplace, they react in different ways like showing job dissatisfaction, less morale, weak performance, and general exhaustion; they are not ready to cooperated with other teachers and student. Also, they have poor performance that lead to appear poor student outcomes.

· It observed that teachers with moderate stress, they are ready to cooperate with other teachers and student. Also, they have good performance that lead to appear good student outcomes. And they try to perform well as they can, but not efficiently.

· It is evaluated that teachers with low stress in workplace, they react in different ways like showing job satisfaction, high morale, high performance, , they are ready to cooperated with other teachers and student. Also, they have good performance that lead to appear good student outcomes. they work efficiently and effectively.

( CHAPTER 5 )

( CONCLUSION AND RECOMMENDATIONS )

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1Conclusion:

This chapter discusses the most important results reached in this study. It has already been mentioned that the main purpose of this exploratory study is to understand the concept of occupational stress among academic staff of Mazoon College teachers. The results obtained from this study showed through the questionnaire that most teachers are exposed to occupational stress at a moderate level and the highest component of occupational stress among teachers was the role overload. The main results of this exploratory study are:

· According to table 1, we observed that the percentage from total of 50 teachers in Mazoon College, the percentage of teachers with high Occupational Stress is 18%.

· The percentage of teachers with moderate Occupational Stress is 70%.

· The percentage of teachers with low Occupational Stress is 12%.

· According to table 2, from 50 teachers in Mazoon College the highest mean is role overload (19.82) then role conflict with mean (14.56).

· The lowest score of the component of occupational stress among teachers at Mazoon College was Unprofitability with mean (6.4).

· The results showed that Mazoon College teachers obtained moderate grades in the role ambiguity (10.44), role conflict (14.56), unreasonable group and political pressure (10.95), responsibility for persons (9.76), under participation (10.7), powerlessness (8.06), poor peer relations (10.56), intrinsic impoverishment (11.48) and low status (9) with mean between (8 -14).

· Through our research, we can understand that it is useful for the teachers in our college and for the students. Therefore, if we know the levels of the stress that every teacher suffers from it will be easy to reduce it. Once we solve it, the teachers will not have too much stress and will be more productive in their work they will teach the students well and give them good learning so the students will get the information’s easily.

· In addition, it can affect the economy of the country once the teachers do not have a stress, they will be good with their students and the students will understand the information, so it will produce students with unique information that will help increase the country's economy.

· Once the teachers have too much stress it also will affect their relationship with their family so there’s no time to set with them because all the time are busy with the students and college works so the stress can affect also the family's employees.

5.2 Recommendations:

Studies show that academic teachers are they face professional pressure, but there are many factors that may affect teachers also for example surrounding environment, family and so in. In this research, we found several ways to reduce Occupational Stress on academic teachers.

· To raise awareness about the phenomenon occupational stress, because it is posed a risk to teachers in all aspects of mental health and job performance.

· Conduct training and rehabilitation courses for academic teachers to identify the difficulties they face in their profession.

· Building good communication and relations between teachers and the administrative system, it also helps reduce occupational stress.

· Conducting educational course that help teachers to know how to deal with the pressures and difficulties found in the work environment.

· Find intervention teams to solve the problems of academic teachers.

· Greater consideration by the college administration for teachers' problems, and work to solve them.

· Encouraging, motivating academic teachers, and paying salaries on time helps reduce professional stress.

· Provide moral and material incentives for academic teachers when they perform additional and supervisory work outside their primary function (education).

· Attention to psychological counseling in college, via preparing academic teachers on the best way to confront the psychological and professional pressures facing them, and thus overcome, which reflects on their adaptation and compatibility with them better.

· Interest in evaluating job performance and connecting it to the degree of achievement.

· Creating the appropriate environment for teachers and taking into consideration the reduction of the number of students in the classroom.

· Provide a range of professional development opportunities for academic teachers and give them inspirations and motivations.

· Provide a nursery within the college.

· Expansion of the electronic environment at Mazoon College and the transition to smart classes.

· Teachers should get regularly salaries and all their dues.

· Building and Developing educators’ confidence and self-esteem by encouraging and thanking them and recognizing them. This can be accomplished by featuring the positive parts of their work and sending those thanks and appreciation.

· The college has to do some changes to professional growth development, for example, as giving them a complete break from work to renew their activities and energies.

· Integrate college program goals with teachers' personal goals, for example, Make teachers participate in planning programs and activities.

· Create and grow powerful associations between educators, for instance, Encouraging support groups and moral support.

· Provide and Offer academic teachers with the opportunity to experience and practice effective leadership skills, for example, participating in office work, making important decisions, and scheduling and supervising meetings.

REFERENCES

1. Kuehl, R. O., & Kuehl, R. O. (2000). Design of experiments: statistical principles of research design and analysis.‏

2. Van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds.). (2006). Educational design research. Routledge.‏

3. DeMatteo, D., Marczyk, G., & Festinger, D. (2005). Essentials of research design and methodology. john wiley & Sons, Inc.‏

4. Kazdin, A. E. (2003). Research design in clinical psychology.‏

5. Labaree, R. V. (2009). Research Guides: Organizing Your Social Sciences Research Paper: Qualitative Methods.‏

6. Brown, J. D. (2015). Characteristics of sound quantitative research. SHIKEN, p 24.‏

7. Johansson, A., & Götestam, K. G. (2004). Internet addiction: characteristics of a questionnaire and prevalence in Norwegian youth (12–18 years). Scandinavian journal of psychology, 45(3), p. 223-229.‏

8. Harrell, M. C., & Bradley, M. A. (2009). Data collection methods. Semi-structured interviews and focus groups. Rand National Defense Research Inst santamonica ca.‏

9. İpek, H., Akçay, A., ATAY, S. B., Berber, G., KARALIK, T., & YILMAZ, T. S. (2018). The Relationship between Occupational Stress and Teacher Self-Efficacy: A Study with EFL Instructors.‏

10. Slišković, A., &Seršić, D. (2011). Work stress among university teachers: Gender and position differences. Archives of Industrial Hygiene and Toxicology, 62(4), p 299-307.‏

11. Tytherleigh*, M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), p 41-61.

12. Shkëmbi, F., Melonashi, E., &Fanaj, N. (2015). Workplace stress among teachers in Kosovo. SAGE Open, 5(4).

13. Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.‏

14. Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of mixed methods research, 1(1),p 77-100.‏

15. Chang, S. J., Koh, S. B., Kang, D., Kim, S. A., Kang, M. G., Lee, C. G., ... & Kim, J. W. (2005). Developing an occupational stress scale for Korean employees. Korean Journal of Occupational and Environmental Medicine, 17(4), p 297-317.‏

16. Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of educational research, 68(1), p 61-99.‏

Appendix A. Questionnaire

Please solve our questionnaire. It is for 390-capstone project of Mazoon student. We promise you, we will not use your information anywhere outside; the information given by you will be kept confidential.

This questionnaire studies occupational stress among Academic Staff of Mazoon College.

Name (optional): …………………….

( 1 S trongly D isagree 2D isagree 3U ndecided 4A gree 5S trongly A gree )

5	4	3	2	1	Questions	S. No
					I have to do a lot of work in this job.	1
					The available information relating to my job-role and its outcomes are vague and insufficient.	2
					My different officers often give contradictory instructions regarding my work.	3
					Sometimes it becomes complied problem for me to make adjustment between Political /group pressures and formal rules and instructions.	4
					The responsibility for the efficiency and productivity of many employees is thrust upon me.	5
					Most of my suggestions are heeded and implemented here.	6
					My decisions and instructions concerning distribution of assignments among employees are properly followed.	7
					I have to work with person whom I like.	8
					My assignments are of monotonous nature.	9
					Higher authorities do care for my self-respect.	10
					I get less salary in comparison to the quantum of my labour/ work.	11
					I do my work under tense circumstances.	12
					Owing to excessive workload, I have to manage with insufficient number of employees and resource.	13
					The objectives of my work-role are quite clear and adequately planned.	14
					Officials do not interfere with my jurisdiction and working methods.	15
					I have to do some work and unwillingly owing to certain in group /political pressures.	16
					I am responsible for the future of a number of employees.	17
					My co-operation is frequently sought in solving the administrative or industrial problems at a higher level.	18
					My suggestion regarding the training programs of the employees are given due significance.	19
					Some of my colleagues and sub ordinates try to defame and malign me as unsuccessful.	20
					I get many opportunities to utilize my abilities and experience independently.	21
					This job has enhanced my social status.	22
					I am seldom rewarded for my hard labour and efficient performance.	23
					Some of my assignments are quite risky and complicated.	24
					I have to dispose of my work hurriedly owing to excessive workload.	25
					I am unable to perform my duties smoothly owing to uncertainty and ambiguity of the scope of my jurisdiction and authorities.	26
					I am not provided with clear instructions and sufficient facilities regarding the new assignments trusted to me.	27
					In order to maintain group-conformity sometimes I have to do/ produce more than the usual.	28
					I bear the great responsibility for the progress and prosperity of this organization.	29
					My opinions are sought in framing important policies of the organization department.	30
					Our interests and opinion are duly considered in making appointments for important posts.	31
					My colleagues do co-operate with me voluntarily in solving administrative and industrial problems.	32
					I get many opportunities to develop my aptitude and proficiency properly.	33
					My higher authorities do not give due significance to my post and work.	34
					I often feel that this job has made my life cumbersome.	35
					Being too busy with official work, I am not able to devote sufficient time to my domestic and personal problems.	36
					It is not clear that what type of work and behavior my higher authorities and colleagues expect from me.	37
					Employees attach due importance to the official instructions and formal working procedures.	38
					I am compelled to violate the formal and administrative procedures and policies owing to group/ political pressures.	39
					My opinion is sought in changing or modifying the working system, instruments and conditions.	40
					There exists sufficient mutual co-operation and team spirit among the employees of this organization /department.	41
					My suggestions and co-operation are sought in solving even those problems for which I am quite competent.	42
					Working conditions are satisfactory here from the point of view of our welfare and convenience.	43
					I have to do such work as ought to be done by others.	44
					It becomes difficult to implement all of a sudden, the new dealing procedures and policies in place of those already in practice.	45
					I am unable to carry out my assignments to my satisfaction because of excessive load of work and lack of time.	46

Percentage of Occupational Stress among Academic Staff in Mazoon College

% % Of teacher with high OS % Of teacher with moderate OS % Of teacher with low OS 50 50 50 1 2 3 18 70 12

level of Occupational Stress of Teacher in Mazoon College

Mean Role Overload Role Ambiguity Role Conflict Unreasonable group and political pressure Responsibility for persons Under participation Powerlessness Poor peer relations Intrinsic impoverishment Low status Strenuous working condition Unprofitability 19.82 10.44 14.56 10.94 9.76 10.7 8.06 10.56 11.48 9 11.46 6.4