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Stress in the present world is an indivisible piece of life, regardless of social position and status. It is definitely experienced by all in different magnitude in daily life. Burnout is characterized as a negative mental encounter that is responses to work-related pressure. It relates to emotions experienced that require repeated exposure to emotionally charged social situations. In this manner, it is a work-related risk to which all individuals are uncovered, including teachers. The teaching profession is under large occupational pressure and prone to job burnout. The study aims to (i) assess the level of occupational burnout and stress among teachers of private and fully aided schools in the post-test for the experimental and control groups. (ii) to determine the effectiveness of autogenic relaxation on occupational burnout and stress among teachers of private and fully aided schools. A quantitative research approach with a True experimental design with experimental and control group, pre-test - post-test control group design was adopted for this study. The study focused on the selected schools in Vellore district. Totally, 28 participants selected by consecutive sampling techniques with the age of 25-60 years. Based on the inclusion criteria and availability of teachers, they were allocated into the control group (n=14) and experimental group (n=14).Demographic variables, occupational burnout, stress were assessed by using (Maslach burnout inventory and teacher stress inventory) it was analyzed by descriptive and inferential statistics. Stress management program by autogenic training once a week for 6 weeks was given. This program was prepared based on existing research and studies. We found that the median value in the pre-test is significantly different from the median value in the post-test for Maslach Burnout Inventory; the median value is significantly different for the emotional exhaustion sub-scale (t=216 and P=0.02). No significant difference was observed for depersonalization and personal accomplishment sub-scale. In the Teacher stress inventory the median value is significantly different for cardiovascular manifestations (t=201 and p=0.945); Fatigue manifestations (t=229 and p=0.229). No significant difference was observed for time management, work-related stressors, professional distress, discipline and motivation, professional investment, fatigue manifestations, emotional manifestations, gastronomical manifestations, and behavioral manifestations. This research suggests that autogenic relaxation training interventions with teachers are effective in reducing burn-out and stress.
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