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

Prasad, KDV; Vaidya, Rajesh; Kumar, Vineet

doi:10.4236/psych.2016.713160

Cited by 10 publications

(13 citation statements)

References 16 publications

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“…strongly disagree and strongly agree. The results supported the outcome of a similar study conducted by Prasad et al (2016Prasad et al ( , 2018, Yahaya et al (2010), Annamalai & Nandagopal (2014). Survey research will have some deficits related to its use as these are self-reported instruments and sometimes may not be complete and reliable.…”

Section: Discussionsupporting

confidence: 89%

“…The multinomial logistic regression model used found good fit in predicting the work stress in manufacturing industries. Prasad et al (2016) observed occupational stress factors significantly influencing the performance of CBSE affiliated school teachers causing some physiological disorders and affecting the performance. The further reported in their multinomial logistic regressions study that demographic variables like gender, age, marital status, children and general health factors like diabetes, hypertension significantly influence the performance.…”

Section: Review Of Literaturementioning

confidence: 94%

“…Conceptual Framework: The proposed framework was adopted based on outcomes of the research studies by Selye (1980), and Prasad et al (2015Prasad et al ( , 2016Prasad et al ( , 2018. The 14 independent stress causing factors, workload, co-workers, peer support, role ambiguity, role conflict, career, harassment, psychological factors, physiological factors, behavioural factors, social support and Job control, coping strategies approach and avoidance coping strategies on depending factors Performance of IARI and IT sector employees.…”

Section: Methodsmentioning

confidence: 99%

“…The difference between mean and standard deviations calculated to find out the minimum ceiling for low level of occupational stress. The level between minimum and maximum is set as medium occupational stress level (Prasad et al, 2016(Prasad et al, , 2018.…”

Section: Brief Description Of the Questionnairementioning

confidence: 99%

See 3 more Smart Citations

Causes and Effect of Occupational Stress and Coping on Performance with Special Reference to Length of Service: An Empirical Study Using Multinomial Logistic Regression Approach

Prasad¹,

Vaidya²

2018

PSYCH

Self Cite

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The manuscript presents the outcome of our research study on effect of occupational stress, coping strategies adopted, length of service and their relation with performance of employees. A survey using an undisguised questionnaire was carried on the employees working in the International Agricultural Research Institute and Information Technology sector in Indian Metro, Hyderabad. The data from the 756 respondents, including 381 women and 375 men responses was used for analysis. The occupational stress was measured using 14 stress causing components-workload, co-workers, peer, peer-support, role ambiguity, role conflict, career, harassment, psychological factors, physiological factors, behavioural factors, social support, job control, approach coping and voidance coping, length of service on dependent factor Performance of the respondents from the International Agricultural Research Institute and IT sector. The effect on dependent variable performance with the independent factors length of service was divided into 4 groups in 1 -5 years, 6 -10 years, 11 -15 years and >15 years of service, occupational stress factors, coping strategies were measured. The overall C-Alpha value is 0.92 for overall components, 0.91 for occupational stress components, 0.92 for overall coping, 0.69 for performance; whereas 0.69 for avoidance coping 0.69 for approach coping. The likely hood odds rations (ORs) were estimated to predict degree of association of occupational stress, coping strategies, length of service with performance of the employees, gender and age differences.

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Section: Discussionsupporting

confidence: 89%

Section: Review Of Literaturementioning

confidence: 94%

Section: Methodsmentioning

confidence: 99%

Section: Brief Description Of the Questionnairementioning

confidence: 99%

See 2 more Smart Citations

Causes and Effect of Occupational Stress and Coping on Performance with Special Reference to Length of Service: An Empirical Study Using Multinomial Logistic Regression Approach

Prasad¹,

Vaidya²

2018

PSYCH

Self Cite

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“…Gender, age, and seniority in teaching are background variables that have emerged from the literature as supporting teachers' coping with violence, bullying, and various stress encounters in the classroom (Yorulmaz & Altınkurt, 2018;Prasad, Vaidya, & Kumar, 2016). However, these key variables have not been examined as possible factors that affect teachers' ability to cope with CB.…”

Section: Factors Affecting Teachers' Intervention Strategiesmentioning

confidence: 99%

Factors That Affect Teachers’ Coping with Cyberbullying: Implications for Teacher Education Programs

Olenik‐Shemesh¹,

Heiman²,

Keshet³

2019

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Over the last decade, with the emergence of cyberbullying (CB) in the education arena, teachers at all stages of the education system have confronted new challenges. Few studies have looked into the factors that affect the coping. This study examines teaching background factors and personal-psychological factors that may affect teachers coping with CB. Six hundred forty-four teachers (81.5% female) completed self-reported questionnaires referring to CB coping, empathy level, communication with students level and teachers' self-efficacy. Results have revealed that overall, teachers were reported on moderate levels of coping with CB. Pearson correlations indicated that CB coping is correlated positively with high levels of empathy, communication with students, and teachers' self-efficacy. A multiple regression analysis for predicting effective coping with CB exposed a significant model showing that seniority, empathy, and high levels of teachers' communication with students may predict teachers' coping with CB, whereas age and gender do not. Furthermore, the results of a mediation model have revealed that empathy and teacher self-efficacy mediate the influence of teacher communication with students on CB coping. However, we found no direct effect of teacher communication with students on CB coping. The results have significant implications for teachers' education programs.

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Development and validation of the Remote Working Benefits & Disadvantages scale

et al. 2022

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The changes that are constantly occurring in the labour sector have led organisations and companies to move towards digital transformation. This process was accelerated by the COVID-19 pandemic and conducted to a massive recourse to the practice of remote working, which in this study is understood as the term for the way of performing work outside the usual workplace and with the support of ICT. Currently, there are no flexible scales in the literature that allow measuring the benefits and disadvantages of remote working with a single instrument. Thus, the distinction between the positive and negative consequences of working remotely, substantiated by a solid literature, provides a framework for a systematical understanding of the issue. The aim of the present study is to develop and validate a scale on remote working benefits and disadvantages (RW-B&D scale). For this end, a preliminary Exploratory Factor Analysis (EFA) with 304 participants, a tailored EFA with a sample of 301 workers and a Confirmatory Factor Analysis (CFA) with 677 workers were conducted. Participants were all Italian employees who worked remotely during the period of the COVID-19 health emergency. Data were collected between October 2020 and April 2021. The psychometric robustness of the model was assessed through bootstrap validation (5000 resamples), fit indices testing and measurement of factorial invariance. The statistical analyses demonstrated the bifactorial nature of the scale, supporting the research hypothesis. The model showed good fit indices, bootstrap validation reported statistically significant saturations, good reliability indices, and convergent and discriminant validity. Measurement invariance was tested for gender and organisational sector. The results suggested that the novel scale facilitates the quantitative measurement of the benefits and disadvantages associated with remote working in empirical terms. For this reason, it could be a streamlined and psychometrically valid instrument to identify the potential difficulties arising from remote working and, at the same time, the positive aspects that can be implemented to improve organisational well-being.

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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

Cited by 10 publications

References 16 publications

Causes and Effect of Occupational Stress and Coping on Performance with Special Reference to Length of Service: An Empirical Study Using Multinomial Logistic Regression Approach

Causes and Effect of Occupational Stress and Coping on Performance with Special Reference to Length of Service: An Empirical Study Using Multinomial Logistic Regression Approach

Factors That Affect Teachers’ Coping with Cyberbullying: Implications for Teacher Education Programs

Development and validation of the Remote Working Benefits & Disadvantages scale

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