Influence of Colleagues, Individual And Family Stressors on Achievement Among Self Financing College Teachers in Thiruvananthapuram District, Kerala
Abstract
Stress has become an unavoidable part of the teaching profession, particularly among self-financing college teachers who experience various professional, personal, and social pressures in their daily work environment. The present study examines the influence of colleagues stressors, individual stressors, and family stressors on the achievement of self-financing college teachers in Thiruvananthapuram, Kerala. The study also focuses on the coping strategies adopted by teachers, namely venting, positive reframing, and self-criticism, to manage stress and maintain professional achievement. The research adopts a descriptive research design and convenience sampling method. A sample of 120 college teachers opinion have been surveyed. Statistical tools such as percentage analysis, mean and standard deviation, correlation analysis, and regression analysis are proposed to analyze the relationship between stressor factors, coping strategies, and achievement. The study considers colleagues stressors, individual stressors, and family stressors as independent variables, while venting, positive reframing, and self-criticism are treated as mediating variables. Achievement is considered as the dependent variable. The findings of the study are expected to reveal that stressor factors significantly influence teachers’ achievement, whereas coping strategies help teachers manage stress and improve their professional performance and achievement levels.The findings may provide useful insights for educational administrators in developing supportive organizational environments and effective coping mechanisms for teachers working in self-financing colleges.
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