PSYCHOLOGICAL WELL-BEING OF SECONDARY

TEACHERS DURING COVID-19 SITUATIONS

Submitted
by
SINCY FRANCIS
M.Sc., B.Ed.,

Under the Supervision of

DR.T.S .SUBHASHINI,
M.Sc., M.Ed., Ph.D.,NET., SET
Associate Professor,
St. Joseph’s College of Education for Women, Guntur

DISSERTATION
SUBMITTED UNDER PART –II OF M. Ed. DEGREE EXAMINATION

ACHARYA NAGARJUNA UNIVERSITY

2020-2021
Reg. No. Y20MED0210
ST. JOESPH’S COLLEGE OF EDUCATION FOR WOMEN

GUNTUR

DECLARATION

I hereby declare that the dissertation entitled “PSYCHOLOGICAL

WELL - BEING OF SECONDARY SCHOOL TEACHERS DURING COVID-

19 SITUATIONS” has been undertaken by me for the award of M.Ed. degree. I

have completed this work under the guidance of Dr. C. Grace Indira, Associate

Professor, St. Joseph’s College of Education for Women, Guntur.

I also declare that this dissertation has not been previously submitted for any

degree or diploma, either in this University or in any other Universities.

Sincy Francis
M.Ed. Student
ST. JOESPH’S COLLEGE OF EDUCATION FOR WOMEN

GUNTUR

Date:20.08.2021
Dr. C. GRACE INDIRA
M.A, M.Ed., Ph. D
Associate Professor,
St. Joseph’s College of Education for Women, Guntur.

CERTIFICATE

Certified that the Dissertation titled ““PSYCHOLOGICAL WELL-

BEING OF SECONDARY SCHOOL TEACHERS DURING COVID-19

SITUATIONS” submitted under Part –II of the M. Ed. Degree Examination 2020-

2021 is a genuine work of the candidate with Register No.Y20MED0210 and that

is worthy of examination.

It is also certified that it is satisfactory in respect of literary presentation as

well as in other aspects.

The candidate has worked under my guidance and supervision throughout.

Dr. C. GRACE INDIRA

 ACKNOWLEDGEMENT
“Whatever you do in word or deed, do all in the name of the Lord”
Colossians 3:17

Glory and Honor to the Lord Almighty !

A Profound and Spellbound gratitude to my JMJ Congregation

Gratitude is the most exquisite form of Courtesy” I feel truly delighted to express my
exquisite form of Courtesy and my profound sense of gratitude to my guide Dr. Mrs.
C. Grace Indira , M.A., M.Ed., Ph.D. Associate Professor, St. Joseph’s College of
Education for Women, Guntur, for her constant guidance, exceptional support,
suggestions and inspirations at each stage while pursuing this piece of research and the
successful completion of it. And definitely, attempt of this kind can’t be adequately
accomplished without spending valuable time; I am deeply indebted to my guide and
mentor for spending her precious time with me.

‘Leadership is the ability to guide others without force into a direction or decision that
leaves them still feeling empowered and accomplished’. I would like to express my
sincere gratitude to Dr.T. Swarupa Rani , Principal and Sr. Rajakumari Yeruva,
Administrator, St.Joseph’s College of Education for Women, Guntur for their resolute
encouragement and providing the necessary impetus to carry on and to complete this
assignment.

‘The roots of all goodness lie in the soil of appreciation’. Words are insufficient to
thank and appreciate Dr. Aktharunnisa Begum, the Faculty in charge for M.Ed
Course for her enormous cooperation and stimulation extended from time to time.

I am extremely grateful to all the Headmasters and teachers of various educational

institutions for their sincere collaboration in completion of my work.

My Heartfelt thanks to Mrs.Vijaya, librarian, St. Joseph’s College of Education for

women, Guntur for the assistance provided while referring the books, journals and
other sources of information.

I deem it is a distinct pleasure to express my exceptional thanks to Mrs. Pouleena

Srinivas Reddy, Principal, SIMS College of Nursing for her resolute accompaniment
and diligent effort in providing all the technological assistance to bring into being this
piece of work.

Sin
cy Francis
PSYCHOLOGICAL WELL-BEING OF SECONDARY

SCHOOL TEACHERS DURING COVID-19

SITUATIONS
 CONTENTS
Page No.

Chapter 1 : PROBLEM AND ITS SIGNIFICANCE

Chapter 2 : REVIEW OF RELATED LITERATURE

Chapter 3 : PLAN AND PROCEDURE OF THE STUDY

Chapter 4 : ANALYSIS AND INERPRETATION OF THE DATA

Chapter 5 : SUMMARY, FINDINGS, SUGGESTIONS

EDUCATIONAL IMPLICATIONS AND CONCLUSION

BIBLIOGRAPHY

QUESTIONNAIRE
 LIST OF TABLES

3.1 Details of the items in the questionnaire.

3.2 Scores For Response

3.3 Distribution of sample with respect to different variables.

3.4 Distribution of Schools

4.1 Psychological well- being of Secondary school Teachers during Covid -19 Situations

4.2 Classification of Psychological well –being of Secondary School teachers during

Covid-19 situations

4.3 Classification of Secondary School Teachers during Covid-19 situations with respect to

different areas of Psychological well-being

4.4. Comparison of variable ‘Gender’ Psychological well-being of male/ female Secondary

School Teachers during Covid- 19 Situations.

4.5 Psychological well –being Secondary school teachers during Covid-19 Situations as per

the variable ‘Age’ > 40 years and < 40 years.

4.6 Psychological well- being of Secondary School Teachers in respect to the variable

‘Area of Residence’

4.7 Comparison of Variable ‘Educational Qualification’ on the Psychological well -being of

Secondary School Teachers during Covid-19 Situations.

4.8 Psychological well - being of Secondary School Teachers during Covid- 19 situations

with respect to the Variable ‘Type of School .’

4.9 Comparison of the Psychological well -being of Secondary School teachers during

Covid-19 Situations whose Experience is below 10 Years and above 10 years.

4.10 Comparison of Variable ‘Teaching Subjects’ on the psychological well -being of

Secondary School Teachers during Covid- 19 situations.

4.11 Psychological well -being of teachers during Covid- 19 situations with respect to

income of Family.

4.12 Psychological well- being of teachers who are infected and non infected

4.13 Psychological well- being of vaccinated and non vaccinated teachers

4.13 Testing Hypotheses

 CHAPTER -1

PROBLEM AND ITS SIGNIFICANCE

1.0 Introduction

1.1 Conceptual background Psychological well-being

1.2 Psychological well- being during Pandemic

1.3 Quality of Work life of the Teacher

1.4 Stress and psychological well- being of the teacher

1.5 Impact of Covid -19 on the psychological well-being of Teacher

1.6 Covid – 19 and the life of the Teacher

1.7 Social Support

1.8 Adaptability

1.9 Need and Significance of the Study

1.10 Conclusion
 CHAPTER -1

PROBLEM AND ITS SIGNIFICANCE

1.0 Introduction
“Teachers affect Eternity; no one can tell where their Influence stops”

– Henry Brooks Adams

“Teaching is a very noble profession that shapes the character, caliber, and future of
an individual. If the people remember me as a good teacher, that will be the biggest

honor for me.” - J.P. Abdul Kalam

“Teachers change lives because of who we are as human beings: how well we listen,
encourage, and help students believe in themselves." - Robert John Meehan

Teaching is the most respectable profession in the world. Today we are able to read because
of our teacher. We have no words to thank our mentors and tell them how much respect we
have for them. Teacher plays an important and pivotal role in the educational system. The
teacher is the person upon whom all the activities of the school are dependent and the school
without teacher is a soul-less body. Teachers’ personality, character, qualities, well–being,
attitudes, teaching efficiencies and life style help the pupils to become good human beings,
there by contributing in creating a knowledgeable society. “Goodness” of any educational
programme is determined, to a large extent, by the teachers. The quality of education and the
standard of achievement are inseparably inter-related with the quality of teachers. The
National Policy on Education (1986) has rightly observed that no pupil can rise above the
level of its teachers. So, teachers must be encouraged to develop their uniqueness. The best
teacher is one, who possesses good physical, mental health and balanced personality. Due to
advancement in every field, life of teachers has become more challenging, complicated and
robust.
Teachers' well-being has received much attention over the past decades, in the light of the
major increase in sick leave as well as job quitting among teachers across different cultures
and countries. It is in fact well-known in the literature that, teaching is a demanding,
challenging profession, exposed to stress, burn out, and more in general, a high attrition rate.
The majority of studies have in fact targeted negative indicators of teacher functioning, but
more recently, following the main stream of positive psychology, more attention has been
devoted to teachers' well-being. Well-being is not just the mere absence of illness at work;
rather, it refers to healthy and successful functioning of teachers at work. In fact, while
physical, psychological, and mental health refers more to the lack of impairment, well-being
refers more to the ability of teachers to develop a positive, though dynamic equilibrium
between teachers' resources and their challenges/demands (environmental, social, individual,
physical, mental and psychological).

Well-being has been found to be linked to a positive relationship with students, colleagues,
and families, as well as to higher academic results of the pupils. Well-being is a multifaceted
concept, comprising cognitive and affective as well as physical and mental components; it
encompasses dispositional, personal, organizational, and environmental factors. Addressing
protective factors may help to develop resilience and more effective ways of addressing the
impact caused by negative factors of the teaching workplace. Therefore, the goal of this
Research Topic is to encourage new understanding of teachers' well-being from inter-
disciplinary psychological perspectives.

The history of well-being dates back to 1961 when the term ‘wellness’ was coined and
defined as an integrated method of functioning, which is oriented towards maximizing the
potential, that the individual is capable of acquisition (Dunn, 1961). This is the fact that
healthy person can be adjusted in the society. Health simply does not mean a good state of
health or free from diseases, but also a psychological well-being of an individual.

1.1 Conceptual Background Psychological Well- Being :

 Fifty years ago, the World Health Organization (WHO) defined health as “a state of
complete physical, mental and social well-being and not merely the absence of disease or
infirmity” (Ryff & Singer, 1998). The relationship between physical health and mental
health is characterized by an inter-section of factors; each factor influences the other factor
both as cause and effect (Barr, Kirkcaldy, Robinson, Poustie, & Capewell, 2005). Moreover,
in the past 50 years, psychology has discovered that it is not merely the study of pathology or
damage, but it is also the study of growth, optimism, hope, capacity for flow and insight;
interpersonal skills, future mindedness, courage, work ethic and other factors (Seligman &
Csikszentmihalyi, 2000). This is exactly the field of positive psychology that was first used
in 1954 by Abraham Maslow and was re-introduced by Martin Seligman 40 years later
(Lopez & Gallagher, 2009). It focuses on, and contributes to the subjective level wellbeing,
contentment and satisfaction in the past; hope and optimism for the future and flow and
happiness in the present (Vazquez, Hervas, Rahona & Gomez, 2009). Through this method,
it is predicted that in the new century, positive psychology will allow individuals, societies
and communities to flourish (Seligman & Csikszentmihalyi, 2000). For this reason, research
literature in recent years has had more emphasis on well-being than on disorder and
dysfunction (Huppert, 2009).

The concept of well-being within positive mental health studies is a complex construct with
two main approaches: subjective well-being and psychological well-being (Cenksever &
Akbaş, 2007). Subjective well-being is indicated by hedonic measures, while psychological
well-being is indicated by eudemonic measures (Samman, 2007; Kallay & Rus, 2014). Well-
being indicates the highest of all goods that humans achieve by their actions and feelings that
are consistent with their true selves; so the eudemonic approach frames psychological well-
being within meaning, optimal functioning and self-actualization (Garg and Rastogi, 2009).
Ryff’s model is the most famous for this approach. Ryff bonds Maslow’s (1968) self-
actualization, Roger’s (1961) fully-functioning person, Jung’s (1933) individuation,
Allport’s (1961) maturity, Erickson’s (1959) psychosocial stage model, Buhlker’s (1935)
basic life tendencies which work toward the fulfillment of life, Neugarten’s (1968)
description of personal change and Jahoda’s (1958) criteria of mental health (Ryff , 1989).
This model consists of six dimensions:

(1) Autonomy, (2) Environmental Mastery, (3) Personal Growth, (4) Positive Relations with
Others, (5) Purpose in Life, and (6) Self-Acceptance (Ryff & Singer, 1996). The dimensions
are explained below in detail (Ryff, 1989):

 Self-Acceptance: The center of mental health; characteristic of self-actualization,

optimal functioning, and maturity.
 Positive Relations with Others: Having close interpersonal relations based on
trust; ability to love.
 Autonomy: Self-determination, independence and regulation of behavior from
within.
 Environmental Mastery: The ability to develop in the world and change it
creatively by engaging in physical or mental activities.
 Purpose in Life: Having intentions, goals and sense of direction.
 Personal Growth: Developing one’s capacity to grow and expand from birth to
death

Based on empirical research about psychological well-being, the following

summarization can be made (Huppert, 2009)

1. PWB is associated with adaptable and creative thinking, pro-social behavior

and good physical health.

2. An individual’s PWB is powerfully influenced by his/her early environment.

3. Interventions which bring out positive attitudes and behaviors enhance PWB
of individuals.

4. A universal approach is needed for reducing the number of common mental

disorders people have

5. The concept of PWB that focuses on flourishing, rather than on pathologies,

can advance the understanding of possible pathways to the well-being of
individuals, organizations and society in general.
1.2. Psychological Well- being During Pandemic Situation

The corona virus, known as COVID-19, had started at Wuhan, China in the late 2019, and
now it has spread into every realm in the world. As told by someone it is everywhere except
Antarctica. The number of the confirmed cases is changing every day. On March 12th, 2020,
this new sickness ‘COVID-19’ was declared a pandemic by the World Health Organization.
It is a global outbreak of an illness. The specialty of a Pandemic is that, there is a need to
keep moving and are every now and again set apart by disarray and vulnerability. In other
words, this pandemic is special by its two features of ‘urgency’ and ‘confusion and
uncertainty’.

It is a fact that ‘lack of transparency and openness around the COVID-19 outbreak’ is a
serious concern, throughout the world, in the contemporary times. As it is said, that much
before it had really been known by the entire world, the Chinese government had the
knowledge about the disastrous outbreak of this covid-19 or this deadly virus called
‘corona’. As they are accused of, they had intentionally hidden this very sensitive and
significant information from the rest of the world. If at all the world had known this fact well
in time, then every country could have taken appropriate measures earlier itself and could
have had controlled or prevented the dangerous spread of this virus. Unfortunately, this
irresponsible act has taken away so many lives across the world!

As this world-wide prevalent pandemic is spreading everywhere relentlessly, the people are
sure to undergo a vast range of thoughts, feelings and reactions like stress, anxiety, tensions,
fear, remorse, disinterestedness, physical problems like pressure and heart problems, various
other discomforts, frustrations, irritation, anger, feeling disconnected from others, etc. These
things are normally expected in the face of such challenges with far reaching impacts. People
are worried as many have lost their lives, due to sudden changes in life, due to travel
restrictions imposed on people, because of lock down and social/physical distancing, due to
loss of work, etc.

It is said by the psychologists that a pandemic like 'COVID-19’ will have a significant
impact on the mental health of the human beings living in any part of the world, and this
disastrous impact will be of different types and of various degrees. Ursano & McCarroll
(1990) have said that man must keep in mind that mass deaths can leave dangerous influence
on the mental health of the human persons. As we know, Corona Virus has taken away so
many lives of the people in so many countries, especially in India. Therefore we must expect
its possible psychological impact on the people at large - especially on our teachers.

One great impact of this COVID-19 situation is felt in the educational field - education
process is in a standstill. Lot of stress is experienced by the teachers and the students. I
would like to focus, in this article, on the stress experienced by the teachers as a result of
which their mental health and life quality at their work place is affected adversely. At such a
‘long-term impact situation’, it is useless to react from a place of panic and fear. Teachers
need to be calm and look after their own well-being. In this way, they need to discover ways
or methods of navigating through this time and must ensure their own higher degree of
quality of work life.

1.3. Quality of Work Life of the Teachers

The teachers determine the future of nations. As per the Kothari Commission (1966) report,
the future of India is being shaped in the classrooms and the leading role is in the hands of
teachers. Thus the teachers have to be treated well, and their professional comfort, in one
way or the other, has to be ensured by the public or society.

According to Lokanadha Reddy et al.(2010), “Quality of Work Life (QWL) is a

comprehensive concept that includes an individual’s job related well being as well as the
extent to which work experiences are rewarding, fulfilling and devoid of stress and other
negative personal consequences”. Some others look at QWL as the status of the workers’
objective conditions of living at the work place. It is a function between objective conditions
of life and the subjective attitude. Harrison (1985) defines QWL as the degree of
contribution from the working organizations towards the material as well as psychological
well-being of their members.

QWL is the relationship between one’s workplace and his/her feeling of satisfaction in
different factors like one’s job, in the non-work life domains of the person, and satisfaction
with overall life. It is related to personal happiness and subjective well-being. QWL is “the
impact that the sphere of one’s work life leaves on the other areas of his/her life”. Therefore,
the more the balance between ‘work life and family life, the better will the QWL be.

It is known to all that workplace-stress or the amount of stress experienced by a person at the
place of his/her work can bring down one’s life quality at the workplace. This stress is
usually caused by various reasons. In these days, a lot of stress is caused to the teachers due
to the COVID-19 situation and it causes a lot of tension which lowers their psychological
well-being and the quality of their life at the educational institution.

1.4. Stress and Psychological Well-being of the Teachers

As per the Oxford dictionary (2002), ‘Stress’ in the life of a person can be understood as
something that causes a state of strain or tension. Howard & Johnson (2004) defines ‘teacher
Stress’ as an unpleasant feeling, expressed through anger, tension, frustration or depression,
etc. that will pause a danger to self-esteem or well-being. The results/impact of stress may
have multi-dimensional manifestations like physical, emotional, social, psychological, etc.
Among the teachers, stress can reduce sense of accomplishment, self-esteem, self-efficacy,
interactions with students, etc. The present COVID-19 situation is such an occasion where
the ‘new circumstances’ have caused unpleasant feelings among the teacher community and
it is sure that this will bring down their psychological well-being and degree of their QWL.

1.5. Impact of COVID-19 on the Psychological Well-being of Teachers

Those of us, who are familiar with the manifest impacts of SARS pandemic of 2003, will
know that how much it had affected the psychology of the people. So also with the H1N1
(Swine Flu) pandemic in 2009 and the recent Nipah Virus of 2018 in Kerala. People
suffered from depression, panic, anxiety, psycho-motor excitement, suicidal tendency,
delirium, etc. The same is repeated in the case of the COVID-19. Above fifty percent of the
respondents who had participated in the research study conducted by Wang et al. (2020) and
Javardi et al. (2020) reveal the elevated psychological distress experienced by the people of
China during the beginning times of this pandemic in their country and that fact is
documented. More than half of the participants in the study agree that they had experienced
rather moderate degree of psychological impact. It is also reported by another group of one-
third of the participants that they had experienced moderate-to-severe anxiety.

The possible psychological consequences during and after COVID -19 situation could be
elevated stress levels, elevated symptoms of depression, anxiety, worries about lack of
proper treatment for corona virus, panic disorder, more pessimistic outlook on life, greater
number of suicides, etc.

1.6. COVID-19 and Life of the Teachers

At the outset itself we can say that COVID-19 has somersaulted the normal life of the people
everywhere. We are seriously affected due to the present curative measures [the
effectiveness of which are controversial and are contested] like travel bans, mandatory
cancellations of public events, quarantine, contact tracing, curfews, lock down, etc. Any way
it is a widely accepted fact, throughout the world, that this covid-19 situation has a great
irreparable impact in the educational field. As the classes are suspended for a long period of
time now, it has disrupted and disturbed the academic schedules at schools and other
educational institutes.

As students and their teachers remain confined to their homes, newer ways are explored to
continue the process of education virtually. Unfortunately, Covid-19 situation has created a
new educational scenario by making so many schools ‘handicapped’ as they are not prepared
to impart education through on-line mode! Many of them, as we see around, are forced to
take recourse to various available applications or platforms of meeting their students through
video conferencing - they use the facilities like Waatsapp groups, Google meet, Jio meet, etc.
But unfortunately, as we read in the news papers or hear from the T.V., these facilities are
available only in the urban areas and thus these provisions are not available to the teachers
and students in the rural areas. Therefore, we can say that the ‘Covid-19 situation’ has
deprived many even of their educational rights.

It was encouraging to see that almost six million teachers in India plunged in to action and
participated in the efforts of materializing the intended ‘seamless flow of learning to students
irrespective of the lockdown’ and thus in controlling and containing the unwanted impacts of
the prevalent pandemic. As the schools switched over to online learning mode, the teachers
picked up technical skills even though many of them did not have any formal training at all.
Even with this lack of know-how in the field of modern technology and cyber safety matters,
the teachers have come out successful as most of the teachers sat before the laptop with
dedication and taught their students sitting far away at their own homes.

The present ‘online mode of education’ has brought lot of stress on the teachers who
are in a totally new and demanding situation. Three features of this stressful and
challenging situation are that here the students are far away from the teachers
physically; the teachers are disturbed/challenged as they remain in the constant
surveillance of the parents, and the mode and tools of teaching is something
unknown/foreign to them. Another cause of the teachers’ stress is, as we know from the
media, that some of the parents make some unwanted or disgraceful comments on the
teachers’ appearance, pronunciation, etc.

Thus we can say that the transition from actual classes to the virtual/online classes has
affected the mental health of the teachers and has left its impact on the quality of their life at
large. In spite of facing these difficulties, it is demanding on them to impart “quality
learning”. In this process of giving quality education, the teachers are struggling a lot to keep
the students engaged, to make them to respond and collaborate, to inspire them to study
purposefully and profitably, to assess their actual learning, and most importantly to keep
them all safe in cyber space. In addition to these difficulties, the teachers themselves have to
learn continually so as to develop their own skills in the digital world.

The teachers face a lot more of problems due to the new covid-19 scenario. Let me
enumerate a few of them here. First of all, for the use of applications with video
conferencing facilities, many of our teachers in the rural areas do not have computers
(neither laptop nor desktop). Even if they have smart phones or tablets, they do not get
proper internet facility at their homes. Secondly, as this new mode of teaching is something
very novel, the teachers must undergo thorough training so as to learn the mode of operation
of administering on-line classes. Teachers are called upon to re-educate themselves. No more
they can educate their students in the traditional class room method. They are forced to learn
new methods of delivering ‘quality education’. It is very demanding and challenging for
them. They will have to execute several assessment sessions so as to know the pace of
learning by their students; they need to spend extra time to prepare themselves, etc. All these
factors will bring in tensions, multifarious discomforts in the spheres of their work and
family life, and finally it will cause conflict with their family life and tensions within their
other relationships. During this pandemic situation, it is a fact that the teachers need to look
after themselves. They need to maintain their mental health/well-being which will tell us on
the real quality of their life at school. But how? Let me mention here two of such strategies
that can help to maintain teachers’ psychological health and better standard of life at the
work place (which is also known as QWL) during the present ‘COVID-19 situation’.

1.7. Social Support

According to Waldinger (2015), for every person whether teachers or anybody else, during
this time as well as at all times, social support is a must for one’s well-being. Therefore
‘social distancing’, the adopted strategy to reduce the spread of corona virus, is a wrong
thing. According to Miller (2020), some of the psychologists suggests another healthy term
instead - ‘physical distancing’. Many research studies like Collie et al. (2016) bring to light
the fact that those teachers experience mental well-being in their life and very specially at the
school who have better or constructive relationships with their companions, friends, and with
their learners. It proves that social distancing can cause more psychological problems among
teachers. Therefore they need to make conscious efforts to maintain strong social
relationships with their superiors, colleagues, friends and family relations. This has to be
done by keeping in mind the covid-19 situations. Therefore, maintain ‘physical distancing’
and reduce ‘social distancing’ by developing mutual connectedness through technological
methods. In spite of the prevailing lock-downs and restrictions, we can keep up our
relationships through the available online platforms like Zoom or Skype, phone calls or
waatsapp video calls with family, online games with friends, etc. It is right to mention here
that according to Castro et al. (2010), the support received from one’s friends, superiors, co-
workers, family members, etc. can be significant help for the teachers to face and overcome
the tensions and challenges that come across during their work at school during this stressful
time of ‘corona virus pandemic’.

1.8. Adaptability

Many research studies like Collie et al. (2017 & 2018) have revealed that those teachers
enjoy better mental health at work, who are open-minded and are ready to adapt to changing
situations. Such teachers will be more committed to their teaching profession too. Lesser
degree of adaptability will cause prolonged work stress due to which the teachers put very
little effort into their work. In other words, no-adaptability and stress of the teachers will
result in their non-commitment to work, poor psychological well-being and low degree of
quality of life at their work place.

Martin et al. (2012) say that the concept of ‘adaptability’ could be understood as the
degree/extent to which a person is able to adjust his/her thoughts, actions, and emotions so as
to face/tackle effectively with the new, changing, or uncertain situations. Such situations can
be found, in a great measure, in the field of the teaching profession. For example, now the
needs of the students are different from the time they were in the actual class rooms, and thus
the teachers are called up on to respond to them differently. The behavioral patterns of the
students are also different now from their behavior in the real class rooms. Many teachers
face now unexpected situations relating to student behavior! All these things demands from
the teachers a difference in their lesson plan, mode of instruction and interactions, their time
table, etc. Teachers are forced to adapt to the new situations. If not, then they are sure to face
stress, tensions, poor quality of life at school, dissatisfaction with work, etc. They must make
adjustments as per the demands of the present Covid-19 situation.

In conclusion, we can say that well being is not only physical fitness, it includes wellness of
all the aspects of human life like: physical well-being means a state of good health, mental or
intellectual well-being means accepting new ideas and thoughts i.e. changing according to
change in life, spiritual well-being means joy, peace, happiness and adherence to higher
values of life, emotional well-being means a state of emotional stability and control which
includes self-confidence, full of efficiency, trust in self and optimistic views about life and
social well-being means good inter-personal relations in social phenomena

1.9. Need and Significance of the Study:

The COVID-19 pandemic has changed our understanding of the world as we previously
knew it .The World Health Organization (WHO) declared COVID-19 outbreak caused by
severe acute respiratory syndrome-coronavirus-2 (SARS-CoV-2) as a Public Health
Emergency of International Concern (PHEIC) on 30th January 2020 and was officially
labeled a Pandemic on 11th March 2020. Due to the disease being transmitted through close
contact between humans, extreme social distancing measures have been used to prevent its
further spread. Prolonged lockdowns have been imposed in many countries to reduce the
exponential spread of the virus and to alleviate pressures on healthcare systems. The
government of India (GOI) imposed a complete lockdown with only essential services being
functional from March 23 midnight. Most of the companies have encouraged their
employees to “work from home”;

Schools were closed in March 2020 to prevent the spread of COVID- 19. In November 2020
most of the Schools and Universities in Andhra Pradesh re-opened and teachers felt great
uncertainty due to this unprecedented situation. During the lockdown many teachers lost
their jobs, reduced salaries and they have to face numerous challenges like introducing
online teaching, online exams etc. Teacher’s inadequacy in the technology caused anxiety,
stress and depression in most of the secondary school teachers. We need to safeguard the
psychological well-being of teachers in order to improve both the quality of teaching and the
psychological well- being of teachers.

Undoubtedly, the contemporary time of COVID-19 is one of such a new situation that is
changing; and it is a situation with a lot of uncertainties for everyone around the world. In
the present circumstances, adaptability is significantly important for teachers so that they can
face effectively these uncertain times. The teachers need to change their attitudes towards
technology, need to request for technical help from others, have to adjust emotions so as to
avoid frustration, fear, anxiety, etc. It is in this way that they will be able to maintain better
quality of life at the school and keep up better mental/psychological health.

Education in the 21st century is more dynamic than ever. New breakthroughs in technology
and the emergence of fresh approaches in pedagogy are perpetually transforming teaching.
Along with these changes come new challenges for teachers in schools and colleges.

Perhaps at no other time were these challenges more apparent than during the disruption
caused by the Corona virus pandemic. Schools across the country competed to provide the
best digital educational environment and the responsibility of online teaching fell squarely
on the shoulders of teachers who were caught unawares by the sudden shift in the mode of
transacting the curriculum.

The online teaching process is fraught with challenges that leave teachers overworked since
it demands practical and refined digital skills. Low and irregular student attendance, lack of
attention by students, apprehension for technology (especially among older teachers), poor
internet connectivity, and, in most cases, the added pressure of household chores, have made
online teaching a daunting task for many teachers.

Challenges faced by teachers

The task is challenging for all levels of teachers, from pre-primary to senior school ones.
Apart from preparing engaging digital lesson plans, a lot of effort goes into gathering and
preparing the items and props, for the primary teachers. Senior school teachers have a huge
number of papers and assignments to mark, which can be time consuming. They also have to
work overtime to brainstorm ideas and plans for their online classes.

Challenges posed by technology

New technologies are making E-Learning and Blended Learning the new normal in
education. But it has been observed that teachers take more time in teaching online than face
to face.
In the online mode, teachers do not find proper methods of providing feedback to all
students.

Teachers have concerns over the laboratory activities since virtual labs are not accessible to
all students and not many lab activities can be conducted through virtual medium.

In the virtual mode, teachers often feel less connected to students and find it difficult to
establish a good rapport with them.

While formative assessments are being done, online summative assessments are still posing a
huge challenge.

Authentic assessments are not happening online.

Teachers have to keep themselves up to speed with latest digital tools that can be used in
education.

Challenges posed by pedagogical advances

New pedagogical innovations are changing the way teachers teach in today’s classrooms.
The education has become more student-centric and many lessons are customized rather than
being generic to address specific gaps in student learning.

Transferring the face-to-face classes to be online in a short period of time is not an easy task
especially if the infrastructure does not support this move and the faculty who is suddenly
facing the challenge is not prepared for this yet. Re-designing the course for online delivery
and planning for such delivery takes lots of work and requires practice and planning for the
faculty to successfully deliver and the students effectively get the materials and learn.
Faculty members suddenly got messages from their institutions to start using online methods
to deliver their course materials and emphasis on using the institutions’ learning
management systems (LMS) and its platforms for such a purpose.

Problems faced by teachers

ONLINE TEACHING ISSUES:

Faculty were faced with technological problems when trying to re-design their courses, as
now the material they have for the regular courses may not be enough to deliver an online
course.

Faculty may previously have used the computers, technologies and communication tools like
internet provided to them by their institutions. Now, as they have to work from home, they
will have to rely on their own resources at home.

The faculty members are faced with challenges such as their home computers may not be
modern enough to handle the new features of course files. Other challenges may include the
internet subscription they need to get connected, the internet speed that may be too slow
especially when everybody is staying at home and the usage of net must be more.

Some faculty members started to use tools such as Zoom, but only the free version, which is
limited to 40 minutes of air time. This interrupted the class as it shuts down before the
regular lecture time end.

FINANCIAL ISSUES:

"Nearly 50% of teachers didn’t receive their salary for March despite schools closing only in
mid-March. Less than 20% of teachers from private schools continued to receive their
salaries after March. A few teachers in Telangana and Andhra Pradesh have found other
means to earn their wages in the interim, including agriculture work, enrolling in
MGNREGA programs, and manual labor. School service providers rely on the school fee
cycle and the timing of the closure has affected their revenues," the report titled 'State of the
Sector Report: Private Schools in India' said.

We live in turbulent times and compacted by the COVID-19 pandemic, the issue of
psychological wellness is not only relevant but crucial. Currently many people are facing
serious challenges to their psychological well-being. Along with the health impacts of the
disease, COVID-19 has led to, self and social isolation, disconnection from family and
friends, quarantine and lockdowns on movement resulting in more people than ever
experiencing feelings of helplessness, isolation, grief, anxiety and depression. It is difficult
to maintain a healthy lifestyle when we are in the middle of a crisis. The uncertainty about
the future, the ceaseless news coverage and constant social media driven flood of messages
can increase the sense of anxiety. Stress is a normal response to these types of situations.
Stress disturbs our sleeping and eating patterns, leads to irritability or emotional outbursts,
low motivation, and disrupts the routine.

1.10. Conclusion

Assessing teachers’ psychological well- being is the first step in protecting teacher’s mental
health and providing them an environment that helps flourish their professional and personal
development. It is also crucial for good teacher–student interactions, which in turn, may
affect student self-efficacy, social abilities, and even mental health.

Teachers play an important part in the teaching – learning process. A teacher influences a
student to a great extent. The Psychological well-being of the teacher during the Covid-19
Pandemic definitely has an effect on the students. It is essential that teachers have a balance
between their life and work and therefore need to possess higher psychological well-being.
There are many factors that do not allow teachers to perform efficiently. Hence it is
important to study the dimensions of psychological well-being to enhance teacher’s
performance.

In this chapter the researcher discussed about the conceptual background, the six
dimensional model, quality of work life, stress and wellbeing of teachers, impact of Covid-
19, need and significance of the study and challenges posed during Covid -19 as at
constitutes a Foundation chapter for the rest of the Study. In the onward Chapter, the
researcher would deal with the reviews of related literature to the current topic.

CHAPTER -2

REVIEW OF RELATED LITERATURE

 2.0 Introduction

2.1 Previous studies

Foreign Studies

Indian studies

2.2 Observations

2.3 Linkage to present study

2.4 Conclusion

CHAPTER -2
REVIEW OF RELATED LITERATURE

2.0. Introduction:
A summary of the writings of the recognized authorities and of previous studies research
provides evidence that the researcher is familiar with what is already known and what is still
unknown and untested. Since effective knowledge is based upon past knowledge, this step
helps to eliminate the duplication of what has been done and provides useful hypotheses and
helpful suggestions for significant investigation. Citing studies that show substantiated
agreement and those that seen to present conflicting conclusions helps to sharpen and define
understanding of existing knowledge in the problem area, provides a background for the
research project, and makes the research aware of the status of the issue .( best, 1982)

Since the research is a continuous process in any field and so in education it has to be
developed and supported by an accumulation of previous studies that helps the virgin field of
education to become professional on the basis of scientific lines.

Review of related studies is very essential for every investigator. It is considered the most
important pre-requisite to actual planning of conducting the study. Review of Literature
provides theories, ideas, explanations or hypotheses, which may prove useful in the
formulation of a new problem. It suggests method, procedure, sources of data and statistical
techniques appropriate to the solutions of the problem.

This chapter provides the review of related research and the summary of the studies have
been reviewed and categorized according to studies Abroad and in India.

2.1. Previous Studies

FOREIGN STUDIES

1. Researcher : P. Stachteas,and Ch. Stachteas (2020)

Title: The psychological impact of the COVID-19 Pandemic on Secondary School
Teachers

Objectives of the Study: The aim of this study is to initially investigate the psychological
effects of the new COVID-19 pandemic on secondary school teachers, who in addition to the
general aggravation take on the burden of forced abstinence from their regular work duties
and the simultaneous need to adapt themselves to the unprecedented process of distance
learning.

Design: This is a cross-sectional study on secondary school teachers and was conducted
using simple random sampling at the beginning of the pandemic in Greece.

Results: The ‘t’ test was used to examine associations between psychological and other
variables. 34% of teachers were found to feel anxious and very anxious during the pandemic,
while only 8% of teachers exhibit severe depressive emotions. It is also clear that the
educators as a professional group are predominantly possessed by optimism about the
outcome of the pandemic, as 71.5% was placed in the higher levels of the relevant scale.
Female gender was found to have a positive correlation to feelings of fear, depression, and a
negative correlation to optimism. Furthermore, a negative correlation between the teachers’
high educational level and their feelings of optimism emerged from the data. This optimism
may well be related with the large acceptance of the measures taken by the government to
curb the expansion of the pandemic.

Conclusion: Finally, it was found that distance teaching, which was abruptly and un -
preparedly implemented by educators on account of the pandemic, was not a major concern.
The findings of the study indicate a specific profile of secondary school teachers
characterized by mental resilience, a quality that must be exploited and strengthened by the
state with appropriate interventions in order to maximize their complex, creative work. Key
words: Pandemic, COVID-19, education, fear, depression, optimism, mental resilience.
2. Researcher: Dr. Hedy Teglasi

Title of the Study : The Impact of COVID-19 on Teachers

Objectives of the Study : This study focuses on exploring the many ways that teachers are
being affected by the pandemic.

Samples: 184 teachers participated in the study

Design: qualitative survey design was used

Tools : In addition to providing demographic information and answering the three

qualitative questions, participants were also asked to provide a mood rating by
completing a shortened version of the Positive and Negative Affect Schedule (PANAS). The
PANAS contains two 10-item mood scales and provides brief independent measures of
positive affect (PA) and negative affect (NA).

Results: In the current study, 5 items were selected from each of the two mood scales to
create a shortened measure. Typically, the PANAS scales are the most representative
indicators of overall positive and negative affect as they represent averages of the positive
and negative mood states that are asked about. In the sample used for the preliminary review
of results, teachers’ positive affect was on average around 2.67 (a little less than
moderate; SD: 0.82) while their negative affect was on average around 2.86 (a little less than
moderate; SD: 0.95). Although the PA and NA scales are typically used to describe the mood
states, it is notable that in this case there was greater variation among items within the scales.
For example, “determined” falls under PA and a majority of teachers rated that they were
moderately, quite a bit, or extremely determined. On the other hand “inspired” and “excited”
fall under PA, but a majority of teachers rated that they were moderately, a little, or very
slightly feeling those emotions. Thus, it is possible that the PA and NA scale scores under
represent some of the variation occurring in this sample at this time.

3. Researcher : Saher Al-Sabbah, Amani Darwish, Najwan Fares, James Barnes &
Jehad Ali Almomani |
Title: Bio Psycho-social factors linked with overall well-being of students and educators
during the COVID-19 pandemic

Objectives of the Study: This study aimed to investigate the interaction between the bio
psycho-social factors and well-being of students and teachers during the COVID-19
pandemic. The focus of this study was to highlight the positive and negative factors linked
with well-being and the coping strategies used by educators and students to manage their
problems during the COVID-19 pandemic. In addition, we examined the influence of three
demographic variables: gender, academic level, and social status on students’ and educators’
well-being.

Design: The study used mixed research methods by including both qualitative and
quantitative data

Samples: The sample consisted of 56 academic staff, 6 administrative staff, and 232
students at the tertiary level.

Tools: A questionnaire comprising three domains: biological, psychological, and social was
developed. These three domains covered some of the symptoms that occurred in people
during the COVID-19 pandemic.

Results : The main findings showed that the most commonly reported bio psycho-social
factors linked with educators’ and students’ well-being were the effect on family, depression,
negative effect of media, headache, increased eating and sleep, physical comfort, and
positive effect on goal achievement. In addition, the results showed that the demographic
variables, gender and academic levels, had no statistically significant effect on the
participants’ responses, but there was a significant effect of social status. In addition, the
study highlighted the common coping strategies used by educators and students, such as
doing physical exercise, finding a hobby, sleeping, and eating more meals.

4. Reasercher : Tufan Aytaç (2020)

Title: The Problems Faced by Teachers in Turkey During the COVID-19 Pandemic
and Their Opinions

Objectives of the Study: To reveal the problems faced by teachers in the education period
during COVID-19 pandemic and to discuss their opinions regarding the process.

Design: As one of the qualitative research methods, the phenomenology pattern was used in
the research.

Samples: The study group consisted of 80 teachers selected by using purposeful criterion
sampling technique who work at public and private schools in different provinces of Turkey
in 2019-2020 academic years.

Tools: Since the research was carried out based on the phenomenology pattern, interview
technique was used as the data collection tool.

Results: it is observed that EBA TV/education portal plays an important role in meeting the
educational needs of students and ensuring the continuity of education in COVID-19
pandemic process. Considering the themes and opinions that stand out in the context of
teachers’ opinions, EBA TV/education portal is considered positive while there are problems
with content, presentation and connection. According to the findings, the most common
problems faced by the teachers during COVID-19 pandemic are students’ technical and
hardware problems related to the internet connection, the inability of students to maintain
their motivation to learn, the inability of parents to create a learning environment, and the
lack of their support at home for their children.

Conclusion: The majority of teachers have the opinion that the psychology of the students
has been negatively affected during COVID-19 pandemic process, but there are also the
students who could adapt to this process. An important finding in this study is that teachers
think that their colleagues do not have necessary skills to use technology and they are low in
motivation to use distance education technologies. Teachers think that after COVID-19
pandemic, things shall not be the same as before; the importance of school, teachers and
face-to-face education shall be recognized again, and blended learning methods shall come
to the fore.
5. Researcher: Naira Ozamiz- etxebarria, Naiara berasategi Santxo ,et.al .,(2021)

TITLE: The Psychological State of Teachers during the COVID-19 Crisis: The
Challenge of Returning to Face-to-Face Teaching

Samples: This study was carried out with a total sample of 1,633 teachers from compulsory
and non-compulsory education (from nursery education to university studies) from the
various education centers (public and private) of the Basque Autonomous Community and
Navarre (Spain).

Tools : A questionnaire was designed to gather socio-demographic data (gender and age),
whether they were infected with COVID-19 or lock downed whether someone close to them
had been sick with COVID-19, information on parental status, and questions about the
duration of their employment contract along with the sector in which they are teaching.
Depression anxiety scale was used

Results: Prevalence data for teachers suffering from depression, anxiety and stress. 50.6% of
the teachers indicated that they were suffering from stress, with 4.5% reporting extremely
severe stress and 14.1% severe stress. About 49.5% of the teachers reported suffering from
anxiety, 8.1% of which reported extremely severe symptoms and 7.6% severe symptoms.
Finally, 32.2% of the teachers reported suffering from depression, of which 3.2% reported
extremely severe symptoms and 4.3% severe symptoms.

Conclusion

Members of the teaching profession experienced psychological discomfort at the beginning

of the new 2020–2021 academic year. This symptomatology has been found to be higher in
women than in men, but, contrary to our expectations, was found be higher in older people
and in teachers of infant and primary education. As expected, people with job instability are
those who have suffered the most psychological symptoms. These findings indicate the
importance of safeguarding the mental health of teachers to ensure both the well-being of
students and high quality teaching.
6. Researcher: Leire Aperribai, lorea Cortabarria, Triana Aguirre, Emilio Verche and
Africa Borges

TITLE: Teacher's Physical Activity and Mental Health During Lockdown Due to the
COVID-2019 Pandemic

Method and Design: A mixed methods design, known as the third paradigm has been used.
It is characterized for including in the same research both quantitative and qualitative
methods, specifying in the design the weight and the sequence of each part and explaining
how both approaches are linked. The applied design, the so-called concurrent triangulation,
gives the same weight to qualitative and quantitative data

Samples: The sample of this research was composed of 345 teachers with a mean age of
44.62 years (SD = 9.53; 264 women; 80 men; 1 preferred not to say) currently teaching in
Spain in primary and secondary education. Most of the teachers were working in public
schools (n = 258), while 52 were in private schools and 35 in state-funded private schools.

Data collection Tool: Data were collected using a questionnaire that included information
about Socio demographic variables, teaching working conditions and outdoor and indoor
physical activities by using specific questions that were analyzed as quantitative variables.

Results: Lower levels of physical activity, four classes explaining 45% of the textual units
have been obtained. In this structure, class

1. Need for physical contact connects with class

2. Online relationships and with the link between classes

3. Distance relationships

4. Distance with friends Thus, teachers perceive distance despite the online relationship, and
they miss physical contact in their relationships.
7. Researcher: Regina Alves, Teresa Lopes, José Precioso.,(2021)

Title : Teachers' well-being in times of Covid-19 pandemic: factors that explain

professional well-being

Objectives of the Study: This cross-sectional study was aimed to describe and analyze
factors related to the professional well-being of Portuguese teachers during the COVID-19
pandemic.

Methods of data collection Tool: A previously validated, anonymous and online

questionnaire was applied to a non-probabilistic sample of Portuguese teachers. In addition
to the socio-demographic and professional variables, the questionnaire measured subjective
and professional well-being, satisfaction with the education system and future perspectives
regarding the professional circumstances. The psychometric characteristics of the
questionnaire were analyzed, the t-test and ANOVA were used to analyze the differences
between the main variables and the socio-demographic and professional characteristics,
along with the generalized linear model in order to more precisely determine the predicting
factors of teachers' professional well-being.

Results; The results showed that the majority of respondents have a moderately positive
perception of well-being. Teachers were satisfied with the education system before the
pandemic. The pandemic has reduced the perception of well-being in the face of the
profession, creating some concern among teachers about their professional future. Length of
service, well-being, perceptions of teaching difficulties and future perspectives proved to be
predictors of professional well-being in times of pandemic.

Conclusion: This study provided scientific bases for the development of interventions that
improve the professional well-being of teachers, which focus on emotional management and
the development of digital skills in teachers with long careers. This piece of research
concluded with thorough evidence that there is a need for further and stronger investment in
public policies for the reform and, consequently, for the renewal of the teaching class.
8. Researcher: Maria Dosil Santamaria, Nahia Idoiaga Mondragon, Naiara Berasategi
Santxo and Naiara Ozamiz – Etxebarria

Title: Teacher stress, anxiety and depression at the beginning of the academic year
during the COVID-19 Pandemic

Background: Faced with the situation of COVID-19, teachers are dealt with new measures,
insecurity and a lack of clear guidelines.

Objectives of the Study: The aim of this study is to analyze the levels of stress, anxiety and
depression of teachers in the north of Spain.

Samples: This study was conducted on 1633 teachers from the Department of Education of
the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals
working in various educational centers, from nursery education to university studies, with an
average age of 42 years (M = 42.02; S.D. = 10.40).

Tool: The Spanish version of the Depression Anxiety and Stress Scale-21 was used.

Results: The results show that a high percentage of teachers have symptoms of stress,
anxiety and depression. Women show significantly more symptoms of stress and anxiety
than men, those who have children have more depressive symptoms than those who do not,
and people with chronic pathology or those who live with others with chronic pathology
have more stress, anxiety and depression.

Conclusions: This study indicates the importance of attending to the mental health of
teachers, particularly women, those who have children, and those who have a chronic
pathology or a family member with a chronic pathology.

9. Researcher: Paula Hidalgo-Andrade, Carlos Hermosa-Bosano, Clara Paz

Title: Teachers’ Mental Health and Self-Reported Coping Strategies During the
COVID-19 Pandemic in Ecuador: A Mixed-Methods Study

Objectives of the Study: This study assessed the psychological distress, life satisfaction,
and perceived stress of Ecuadorian teachers who adopted online learning in response to the
COVID-19 pandemic. It also aimed to qualitatively report the coping strategies used to
maintain their mental health and well-being.

Design : A web-based cross-sectional survey was conducted from June to mid-August 2020.

Samples : In total, 394 teachers.

Tools: Perceived Stress Scale (PSS), Clinical Outcomes in Routine Evaluation-10 scales
were used.

Results: In total, 394 teachers completed the questionnaire, and from those, 320 also
completed an optional open-ended question included in the survey. More than half of the
participants reported taking care of children under 11 years and/or adults over 65 years. At
the time of the study, most of the participants were teaching in higher education settings.
Age was significantly correlated with all the psychological variables, females presented
higher levels of perceived stress, and teachers with home care responsibilities presented
higher psychological distress as well as perceived stress. Teachers who had previous training
and experience with online teaching presented lower levels of distress, perceived stress as
well as higher levels of life satisfaction. The most used coping strategies included seeking
social support, exercising, and engaging in leisure activities.

Conclusion: The results provided useful information to help develop initiatives that promote
teacher well-being. Future studies should consider using a more diverse sample and dedicate
attention to work-family conflicts as well as social and structural inequalities that may have a
toll on teachers’ mental health and performance.

10: Researcher: Claudia Palma-Vasquez, Diego Carrasco , and Julio C. Hernando-

Rodriguez

Title: Mental Health of Teachers Who Have Teleworked Due to COVID-19

Background: The impact of the COVID-19 pandemic on education included school closures
and the implementation of virtual teaching and teleworking without the knowledge or
resources needed to do so. This situation accentuated the inequality in accessing quality
education and generated high rates of stress, anxiety, and general discomfort in teachers.
Objectives of the Study : This study aimed to explore the mental health of teachers who
were forced to telework because of COVID-19, and to analyze the association with Socio
demographic, teacher-related, and working conditions.

Samples: The sample was 278 classroom teachers in Chile who teleworked more than 50%
during the 2020 academic year.

Results: The participants were mostly women (82%) who entered the teaching profession at
age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The
dependent variable was mental health measured through the General Health Questionnaire
(GHQ-12). The independent variables were Socio demographic, teacher-related, and work
conditions. The internal structure of the mental health construct was evaluated using the
Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated
using logistic regression models. A high rate of poor mental health was identified in teachers
(58%). The variables associated with poor mental health were working in a private–
subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime
hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95%
CI: 1.53–9.58).

Conclusion: These results provide evidence suggesting the need for actions to improve the
working conditions of teachers who telework in order to improve their mental health, and
thus have a positive impact on the entire educational community.

11. Researcher: Emanuela Mari, Giulia Lausi, Angelo Fraschetti et.al (2020)

Title: Teaching during the Pandemic: A Comparison in Psychological Wellbeing

among Smart Working Professions

Background: As a result of the COVID-19 pandemic, since March 2020, the Italian
population was forced into lockdown to prevent the spread of the virus. The restrictive
measures imposed forced many organizations and workers to work through online platforms
and no longer in-person. Smart working, enjoyed by some workers for its flexibility, affected
several professional categories.
Objectives of the Study: The purpose of this study was to investigate whether there are
differences in the psychological variables related to four groups of professional categories
(practitioners, managers, executive employees, teachers), particularly the teachers group.

Samples: A total sample of 628 individuals was recruited through a random probability
sample across Italy. Due to the lockdown, an online questionnaire was developed; several
validated scales were chosen, and some ad hoc constructed items related to the smart
working experience were included.

Results: The results showed statistically significant differences between the four groups of
examined smart workers.

Conclusions: All workers have had to re- adjust to this new way of working, but our results
show that teachers were the most affected, both in the perception of their psychological well-
being and in the management of the smart working mode.

12. Researcher : Lisa E.Kim, Rowena Leary & Kathryn Asbury

TITLE: Teachers’ narratives during COVID-19 partial school reopening: an

exploratory study

Background: Many countries around the world imposed nationwide school closures to
manage the spread of COVID-19. England closed its schools for most pupils in March 2020
and prepared to reopen schools to certain year groups in June 2020. Understanding teachers’
live experiences at this time of educational disruption is important, shedding light on
challenges faced and support needed by schools and teachers in the event of further
disruption.

Purpose: The research reported here represents the second time point in a longitudinal study
investigating what it was like being a teacher in England during the pandemic.

Objectives of the Study : Our aim was to better understand teachers’ experiences at a time
of partial reopening of schools in mid-June 2020.
 Design : We used the framework of Self-Determination Theory to explore challenges to
teachers’ basic psychological needs for autonomy, competence and relatedness.

Samples : A total of 24 primary and secondary state school teachers from 20 schools across
England were interviewed and asked to tell stories of a low point, a high point and a turning
point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was
conducted.

Results :Six themes were identified in the data: uncertainty, practical concerns, worry for
pupils, importance of relationships, teacher identity, and reflections. Challenging their basic
need for autonomy and competence, teachers were anxious about current and future
uncertainties while navigating school reopening. Challenging their basic need for
relatedness, teachers described the importance of connecting with pupils and their families,
and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means
to be a teacher and reflecting on how these circumstances have affected their personal and
professional lives.

Conclusions: Our analysis of teachers’ experiences provides insight into how teachers’
psychological needs for autonomy, competence and relatedness have been challenged. It
highlights the importance of supporting teachers to feel autonomous, competent and
connected with colleagues, pupils and their families. Such support is likely to be beneficial
to teachers’ wellbeing and their commitment to the profession, now and in the future.

13. Researcher: Nancy L. Leech, Sophie Gullett, Miriam Howland Cummings, and
Carolyn A. Haug

Title : Challenges of remote teaching for k-12 teachers during covid-19

Design : This survey-based quantitative study sought to investigate the challenges faced by
K-12 teachers in switching to remote teaching during the COVID19 pandemic in spring
2020. Institutional review board approval was obtained for this study from the authors’
institution.
Samples : A sample size of over 800 during a pandemic still provides adequate useful data
for this study.

Tools : The survey included three sections: the Professional Quality of Life Scale
(ProQOL5; Stamm, 2010), the EDUCAUSE DIY Survey Kit: Remote Work and Learning
Experiences (EDUCAUSE, 2020), and a section with demographic questions. Results from
the ProQOL5 are reported elsewhere (Leech, Benzel, Gullett, & Haug, 2020).

Results : Results found (1) areas expected to present challenges that did not, (2) challenges
that surfaced for teachers regardless of the grade level or content they taught, and (3)
challenges that were experienced differently by teachers within educational levels and/or
content areas. Continued exploration of how districts and other agencies can help teachers
implement remote teaching will be helpful for the short term, and perhaps the long term, as
benefits of remote teaching are documented.

Indian Studies

14 : Researcher : Ganga Prasad* and Dr. Anis Ahmad (2020)

Title: Job Stress and Psychological Well – Being Among +2 Senior Secondary School
Teachers of Madhubani, Bihar

Objectives of the Study : To study the relationship between occupational stress and
psychological wellbeing among +2 Senior Secondary School teachers of Madhubani, Bihar
and to compare the mean differences of occupational stress and psychological wellbeing
among +2 Senior Secondary School teachers of Madhubani, Bihar.

Sample: Present study incorporated hundred +2 senior secondary school (N=100) teachers
who were selected from different locality of Madhubani district of Bihar. There were fifty
(n=50) male and fifty female (n=50) teachers; their age was ranged between 32 to 55 years.
Purposive sampling technique was administered to collect the data.

Tools: 1. Psychological Well-Being Scale The Ryff inventory [39] consists of 42 questions
(medium form). This form of scale consists of a series of statements reflecting the six areas
of psychological well-being. In the present investigation medium form of the scale was used
Teacher’s Job Stress Scale Teachers‟ Job Stress Scale [40] was used to collect the data. This
scale comprises of 19 items on a 5-point Likert scale with labels (1=Strongly Disagree,
2=Disagree, 3=Undecided, 4=Agree and 5=Strongly Agree).

Results : Results had shown that occupational stress and psychological well - being are
negatively correlated with each other among +2 Senior Secondary School teachers of
Madhubani district of Bihar. It was also found that there is no mean difference among male
and female +2 Senior Secondary School teachers on the occupational stress as well as
psychological wellbeing.

Conclusions: The research have been drawn that the occupational stress and psychological
wellbeing as well as its different dimensions are negatively correlated with each other. This
is an indication of adverse effect of occupational stress on psychological wellbeing among
+2 senior secondary school teachers of Madhubani, Bihar.

15. Researcher: AMIT JOSH, MUDDU VINAY AND PREETI BASKAR

UTTARAKHAND, 24 September 2020

TITLE: Impact of Corona virus pandemic on the Indian education sector: perspectives
of teachers on online teaching and assessments

Purpose: In India, the COVID-19 outbreak has been declared an epidemic in all its states
and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020
which has adversely affected the education system in the country. It has changed the
traditional education system to the educational technologies (EdTechs) model, where
teaching and assessments are conducted online.

Objectives of the Study : This paper aims to identify the barriers faced by teachers during
online teaching and assessment in different home environment settings in India.

Design/methodology/Approach: Interpretative phenomenological analysis (IPA) of

qualitative research methodology has been used in this research. The study was conducted
among the teachers working in the government and private universities of Uttarakhand,
India.
 Samples : Semi-structured in-depth interviews were conducted among 19 teachers to collect
data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti,
version 8 was used to analyze the interview data.

Results: The findings revealed four categories of barriers that are faced by teachers during
online teaching and assessments. Under home environment settings, lack of basic facilities,
external distraction and family interruption during teaching and conducting assessments
were major issues reported. Institutional support barriers such as the budget for purchasing
advanced technologies, lack of training, lack of technical support and lack of clarity and
direction were also reported. Teachers also faced technical difficulties. The difficulties were
grouped under lack of technical support; it included lack of technical infrastructure, limited
awareness of online teaching platforms and security concerns. Teachers’ personal problems
including lack of technical knowledge, negative attitude, course integration with technology
and lack of motivation are identified as the fourth category to damper their engagement in
online teaching and assessments.

16. Researcher : LMishra, T. Gupta and A. Shree International Journal of Educational

Research Open 1 (2020) 100012

Title of the Study: Online teaching-learning in higher education during lockdown period
of COVID-19 pandemic

Objectives of the study :

1. To reveal the various forms of online teaching-learning modes adopted during COVID-19
pandemic
2. To study the perceptions of teachers and students on online teaching- learning during
COVID-19 pandemic.
3. To examine the challenges faced by the teachers and students in adapting to the online
teaching-learning process during COVID-19 pandemic.

Design : The paper employs both quantitative and qualitative approach to study the
perceptions of teachers and students on online teaching-learning modes and also highlighted
the implementation process of online teaching-learning modes.
Samples : total of 50 teachers and 130 students participated in the study

Results : Majority of teachers opined that faculty might be better motivated only if they can
be convinced that the online method of teaching has more advantages, especially during the
lockdown period. Moreover, self-motivation can also work, and this will happen gradually.

Conclusion : Liberalization, Privatization and Globalization of education has been

deteriorated remarkably due to limited mobility and limitedly confined exchange
programmes of academic activities among the countries during the COVID-19 lockdown.
The third world countries are facing policy paralysis in handling the sudden shifting scenario
of educational planning, management and organization during this pandemic with their
fractured technical infrastructure, academic incompetency and lack of resources; especially
among them, low and middle-income countries would suffer the setbacks most as they were
already running out of finance ( Thomas, 2020 ). But noticeably everyone must learn to live
and survive with the present crisis as it is the beginning only; in the long run, no can afford
the negligence towards digital transformation in HEIs. To develop multimodal approaches to
achieve course content objectives for better learning outcome can be a better idea to deal
with the complexity of online education. Undoubtedly, the governments must ensure the
availability of reliable communication tools, high quality digital academic experience, and
promote technology-enabled learning for students to bridge the disparities originated in the
education system before and after COVID-19 catastrophe which is also inevitably
necessitated for uninterrupted learning. Few steps should be accounted in the wake of this
pandemic; to develop such a curriculum that reflects the perceptible change in the content
knowledge and learning experience of students as well as enable them to think critically.

17. Researcher : .Dr. Shabnam Gurung

Title : Challenges faced by teachers in online teaching during covid-19 Pandemic

Objectives :

The objectives of the research paper are as under:

1. To study various challenges faced by teacher’s during Covid-19 pandemic.

2. To study how Covid-19 pandemic has changed teachers teaching methodology.

3. To study the level of satisfaction of teachers with online teaching methodology.

4. To study what are the various modes of online teaching.

Sampling:

The total sample size of the study was 430 teaching faculty members.

The sample was collected from the Maharashtra, India. It includes –teaching faculty working
in Pre-primary schools, Primary schools, Secondary and higher secondary schools, Private
tuition academics, Colleges and Universities

Tools : Questionnaires A structured close-ended questionnaire was prepared by the

researcher. The researcher gets a questionnaire filled from all 430 respondents via Google
form and also collects information through telephonic discussion/chat from the respondents.

Results : It was found that teachers used Zoom, Google meet, Whatsapp, Google classroom
for online teaching. While in online teaching respondents faced the number of challenges but
among all - reaching the students in the remote area and teaching numerical subjects was the
biggest challenge. Even after facing all the challenges numbers of respondents were satisfied
with online teaching and ready to face many challenges to make learning feasible for the
students.

Difficult to reach students in remote areas of Maharashtra state is located in the western
region of India having 3, 07,713 km² area. Out of total area of Maharashtra 2, 98,619.45 km²
are rural area which is 97.04% of the area and 54.77 % of total people are living in the rural
areas (Office of The Registrar, General and Census Commissioner Ministry of Home
Affairs, Government of India. (2015). Hence, for researcher, it was important to know
whether it is difficult to reach students in remote areas while teaching online

Out of 430 respondents, 8.6% of the respondents were highly satisfied, 35.2% of the
respondents were satisfied with new online teaching system, 33.6% of the respondents were
neither satisfied nor dissatisfied in concern of online teaching, 18% of the respondents were
dissatisfied, and remaining 4.6% of the respondents were strongly dissatisfied with an online
teaching methodology

18. Researcher :Ankita kumari Assistant Professor (Contractual), University

department of Psychology, Ranchi University, Ranchi, India September 25, 2020

Title: Impact of online classes on psycho-physical health of teachers during lockdown

Back ground: COVID-19 is a very dangerous pandemic communicable disease. Because of

this life-threatening disease, the whole world is following complete lockdown protocol
process. Most of the people are feeling psychological and physical illness because they are
unable to come out their homes. Educational sectors are facing so many difficulties to run
classes or conducting examinations. Teachers of schools, colleges and universities are taking
online classes to complete the syllabus. Therefore, they have to use mobiles, computers and
laptops for a long time; it creates various types of health problems.

Objectives of the Study : The aim of this research is to know the influence of online classes
on the physical and psychological health of teachers.

Samples : 120 teachers in which 50% were online class takers (Those who taken 4 or more
than 4 hours per day and minimum teaching period was one and half month) and 50% were
without online class takers; were selected by stratified random sampling method.
Stratification was based on types of educational institution and types of teachers.

Design : A short structured interview was conducted on them through voice calling. All the
questions were related to their schedule of classes and their physical and mental health.
Number and percentage were calculated on the basis of each question, which was asked by
the teachers.

Results : After interpretation of data it has been found that the percentages of online class
taker teachers were higher in physical illness; such as headache, eye-problems, Shoulder and
back-bone pain, stomach related problems, like indigestion, acidity, gas etc in comparison to
without online class taker teachers. This study also reveals that online classes do not
influence the psychological health of the teachers because the percentage of teachers was not
different between both category (online class takers and without online class takers) on the
question of psychological problems, such anxiety, depression and stress.

20. Title: Psychological Well-being among Primary and Higher Secondary School
Teachers

Researcher : Premila S. Chaudhari1 *, Dr. Pragna Parikh2

Objective of the Study:

1. To know whether psychological well-being is more among primary and higher secondary
school teachers.

2. To know whether there is any difference among the psychological well-being among the
male and female school teachers.

Sample : The sample of the present study constituted total 120 school teachers out of which
60 were from primary school teachers (30 male and 30 female) and 60 from higher
secondary school teachers (30 male and 30 female). Research Design A total sample of 120
school teachers equally distributed between types of school teachers and gender from various
primary and secondary school teachers of Gujarat State selected for the research study.

Tools: Psychological Well-being Scale : (PWBS) by Dr. Devendera Singh Sisodia and Ms.
Pooja Chaudhary (2012). The test contains 50 items related to following five dimension
namely (1) Satisfaction (2) Efficiency (3) Sociability (4) Mental Health and (5) Interpersonal
Relations. The scale was validated against the external criteria and coefficient obtained was
0.94. The test-retest reliability was 0.87 and the consistency value for the scale is 0.90.

Results: The mean score of primary school teachers is 194.85 and higher secondary school
teachers are 185.13. The „F‟ value is 4.05, which was found to be significant level at 0.05. It
should be remembered here that, according to scoring pattern, higher score indicate higher
psychological well-being. Thus from the result it could be said that, the primary school
teachers is having good psychological well-being than higher secondary school teachers
Conclusion :

1. There is no significant difference between the mean score of the psychological wellbeing
among primary and higher secondary school teachers. Therefore it could be said that, the
primary school teachers is having good psychological well-being than higher secondary
school teachers.

2. There is no significant difference between the mean score of the psychological wellbeing
among male and female school teachers.

3. There is no significant difference between interactive effect of the mean score of the
psychological well-being among types of school teachers and gender

2.2. Observations:

The teaching profession at different stages of education i.e. elementary, secondary and
tertiary gives a set of challenges in which teachers demonstrate or display emotions while
they may not actually feel. Teacher educators are expected to demonstrate love and kindness
to students. They are also expected to serve as mentors and motivate students who are
unwilling to learn. Such kinds of expectations lead to a kind of discrepancy between the
expected and actual emotion of teacher educators leading to some kind of stress and lowered
levels of self-esteem. This may be detrimental to well-being of teacher educators. These
psychological attributes are crucial for exploration to know their dynamics in the personality
make up teachers and teacher educators. The teacher educators are facing new challenges
and need to be supported by the training educational administrators and the state. In order to
strengthen the role of teacher educators, there is need to look at their well-being. Hence it
was thought worthwhile to undertake the present research problem.

Not many studies conducted during the pandemic measure the symptoms of stress, anxiety,
and depression among teachers but the studies that have been carried out suggest that they
have psychological symptoms and this reinforces the importance of reopening schools and
universities. A recent Arab study has indicated that this crisis has caused teachers to suffer
problems that are often related to a pandemic situation, such as anxiety, depression, domestic
violence, and divorce, all of which restrict their ability to teach properly (Al Lily et al.,
2020). A study carried out in three cities in China during the pandemic assessed the
prevalence of anxiety among teachers and found a prevalence of 13.67%, with women being
more anxious than men and the older ones being more symptomatic (Li et al., 2020).
Another study conducted in March also in China showed that the prevalence of stress
symptoms in teachers was 9.1% and that it was important to support them psychologically
(Zhou and Yao, 2020). In a study conducted in Spain at the beginning of the pandemic,
teachers also reported having workloads, psychosomatic problems, and exhaustion (Prado-
Gascó et al., 2020).

Moreover, previous studies have found that working from home using Information and
Communication Technologies (ICT) can create feelings of tension, anxiety, exhaustion, and
decreased job satisfaction (Cuervo et al., 2018), and in times of a pandemic these were the
only tools that were available to teachers.

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2020a) has
already identified confusion and stress among teachers as being one of the adverse
consequences of school closures, due to the abruptness of such measures, uncertainty about
their duration, and a lack of familiarity with distance education. The unpleasant work-related
emotions associated with the depletion of psychological resources have long been a topic of
frequent discussion among education professionals, policy makers, and researchers (Kim and
Asbury, 2020). This may occur because the long-term nature of the problem leads to
exhaustion by creating less confidence in their ability to do their jobs and makes it more
difficult to manage student behavior (Burić and Kim, 2020).

To this new context, it should be added that the teaching profession has always brought with
it added stress due to excessive workloads, interpersonal communication problems,
insufficient training, and job insecurity (Pérez, 2003). Research carried out in several
countries has revealed that in the teaching profession there have been many casualties of
stress, anxiety, and depression (Ryan et al., 2017; Von der Embse et al., 2019). In fact,
psychological Symptomatology has been studied in both primary (Extremera et al., 2010;
Skaalvik and Skaalvik, 2016; Abdullah and Ismail, 2019) and secondary (Betoret, 2006,
2009) educators as well as in university teachers (Malik et al., 2017; Puertas-Molero et al.,
2018). Although more psychological symptom has been detected in secondary school
educators (Arias et al., 2019), in comparison with those working in primary schools, other
variables such as salary, relationships with students, and relationships with classmates are
also important factors (Prieto and Bermejo, 2006). This stress may have consequences for
the health of teachers and, as a result, coud lead to increased instances of sick leave,
absenteeism, and poor work performance (Moreno et al., 2004). Further, it is important to
safeguard the emotional health of teachers since, as a recent study by De la Fuente et al.
(2020) highlights, teacher–student relationships are also stressors for the student, and the
teacher’s behavior predicts the emotional well-being and commitment of the students, which
are also important factors for reducing their stress levels.

2.3. Linkage to present study/ Uniqueness of the present Study

From the above observations found that psychological wellness is very essential in many
aspects. All the above researches reviewed rare research is conducted in the area of
psychological wellness and also on the sample of secondary school teachers. Also we find
that majority of the studies on psychological wellness during pandemic is done in Abroad
where as very least number of researches are done in India. So present study “Psychological
Well- being of Secondary School Teachers during Covid -19 situations” is unique in
measuring the six aspects of well- being and happiness: dimensions such as autonomy,
environmental mastery, personal growth, positive relations with others, purpose in life,
and self acceptance which lead to balance and healthy life with a feeling of contentment,
happiness and satisfaction. Most of the previous studies are conducted on the sample of
students and different people on their psychological well-being. But this study is different
from the previous studies in sample, methods and dimensions of psychological well-being

2.4. Conclusion

In this chapter the investigator presented a review of related literature of previous Studies -
foreign and Indian studies, in order to know what has already done and what is needed to be
explored in the concept of psychological well- being of secondary school teachers. In the
next chapter the investigator will be discussing the method and procedure adopted to carry
out the study.

CHAPTER - 3
PLAN AND PROCEDURE OF THE STUDY
3.0 Introduction
3.1 Statement of the problem
3.2 Research Questions
3.3 Title of the study
3.4 Operational definitions of the Key terms
3.5 Objectives of the study
3.6 Hypotheses of the study
3.7 Research Method
3.8 Tools used in the study
3.9 Reliability & Validity of the Tool
3.10 Description of the Tool
3.11 Scoring procedure
3.12 Variables of the study
3.13 Collection of Data
3.14 Sample of the study
3.15 Sampling procedure
3.16 Delimitations of the study
3.17 Statistics Used
3.18 Conclusion
 CHAPTER – 3
PLAN AND PROCEDURE OF THE STUDY

“It is important to get results from experiment but the most important is the processes
in getting that result”. – Dr. Nik Ahmad Nizam.

3.0 Introduction

Design is the heart of any research. In the first two chapters reported the significance of the
study and review of the related literature. The present chapter is intended for the plan and
procedure of the investigation. This section explains the design of the study in detail. The
researcher proceeded with preparation of the plan and procedure of the present study, like the
statement of the problem, operational definitions, objectives, hypotheses, methods, sample,
tool, questionnaire, scoring criteria, collection of data etc.

3.1 Statement of the Problem

Well- being is a dynamic concept that includes subjective, social and psychological
dimensions as well as health related behaviors. It is one of the most important goals which
individuals as well as societies strive for. The term denotes that something is in good state. It
doesn’t specify what something is and what is meant by good. Well-being can be specified in
two ways: first by specifying the “what” and secondly by spelling out the criteria of well-
being. Psychological well-being is defined as a state of feeling healthy and happy, having
satisfaction, relaxation, pleasure and peace of mind. It connotes a wide range of meaning; it
usually associated with well-being. Psychological well-being teachers possess good mental
health and meet challenges and have good relations with students and people. It also includes
meaning in life, absence of somatic symptoms, self esteem, positive effect, daily activities,
 satisfaction, absence of suicidal ideas, personal control, social support, absence of tension
and general efficiency.

A Teacher with psychological well-being state can lead his life with satisfaction and
contentment. This teacher works with efficiency and produces effective performance and his
disposition is sociable.

A Teacher with Psychological well-being can influence the students in all the above said
qualities. The main aim of education is to bring out all round development of the child in
physical, psychological, emotional and spiritual development.

Psychological well-being of a teacher can help the child in manifesting the divine qualities of
love, peace and balance. But the existing conditions due to corona virus since one and half
years are posing different problems to teachers. In addition to the health issues teachers are
facing challenges financially, socially and from the management also. How do teachers
tackle all these issues is a puzzle. So, the investigator wants to measure the psychological
well-being of Secondary School Teachers during this pandemic. In this context, the
researcher proceeded with the following questions in her mind.

3.2 Research Questions :

1. What is the level of Psychological well-being of Secondary School Teachers during Covid-
19 situations?
2. What is the level of Psychological well-being of Secondary School Teachers with respect to
different areas?
3. Is there any significant difference between male and female teachers in their Psychological
well-being during Covid-19 situations?
4. Is there any significant difference in psychological well- being according to the age group of
teachers below 40 and above 40 during Covid -19 situation?
5. Is there any significant difference between married and unmarried teachers in their
Psychological well-being during Covid -19 situation?
6. Is there any significant difference according to their qualification?
7. Is the experience of the teacher varies in the level of Psychological well-being?

As an answer to the above questions that arose in her mind the researcher intended to make a
study on the psychological well- being of secondary school teachers.

So, the researcher made an attempt to know the Psychological well- being of teachers, thus
present study is entitled as “Psychological well-being of Secondary School Teachers during
Covid -19 Situations”

3.3 Title of the Study

“PSYCHOLOGICAL WELL-BEING OF SECONDARY SCHOOL TEACHERS

DURING COVID-19 SITUATIONS”

3.4 Operational Definitions

1. Psychological well-being : A dynamic state of happiness and contentment, with low

levels of distress, overall good physical and mental health and outlook, or good quality of
life and a state of physical, mental, and social well-being.

2. Covid -19 Situations : Environment where all people living with Covid -19 virus but not
contracted infection and having all possibilities to get infection.

3. Secondary School Teachers: Teachers working in Secondary schools.

3.5 Objectives of the Study

1. To find out the Psychological well-being of Secondary school Teachers during Covid – 19
situations and to classify them.

2. To find out the Psychological well-being of Secondary school Teachers during Covid -19
with respect to the following areas.

a. Autonomy

b. Environmental mastery
c. Personal Growth

d. Positive Relations

e. Purpose in life

f. Self- Acceptance

3. To find out the Psychological well-being of Secondary school Teachers with respect to the

following variables.

a) Gender : Male /Female

b) Age : Below 40 / Above 40

c) Area of residence : Urban/ Rural

d)Educational qualification : Graduate/ Post Graduate

e) Type of School : Government / Private

f) Teaching Experience : Below 10 / Above 10

g) Teaching Subject : MATHS/LANGUAGES/SCIENCE/SOCIAL

h) Income of the Family : ABOVE Rs. 10,000/ per month / BELOW Rs.10, 000

i) Have you infected with Covid -19 : YES/NO

j) Have you vaccinated : YES /NO

3.6 Hypotheses of the Study

1. There would be no significant difference between male and female teachers in their
Psychological well-being during Covid- 19 situations.

2. There would be no significant difference between below 40 years and above 40 years aged
teachers in their Psychological well-being during Covid- 19 situations
3. There would be no significant difference between rural and urban teachers in their
Psychological well-being during Covid- 19 situations.

4. There would be no significant difference between graduate and post graduate teachers in
their Psychological well-being during Covid- 19 situations.

5. There would be no significant difference between government and private School teachers
in their Psychological well-being during Covid- 19 situations

6. There would be no significant difference between teachers with below 10 years and above
10 years of experience in their Psychological well- being during Covid- 19 situations

7. There would be no significant difference among the teachers, teaching different subjects in
their psychological well-being during Covid- 19 situations

8. There would be no significant difference among the teachers according to the income in
their Psychological well-being during Covid- 19 situations

9. There would be no significant difference between the affected and non affected teachers in
their Psychological well-being.

10. There would be no significant difference between the teachers who are vaccinated and
not vaccinated in their Psychological well-being.

3.7 Research Method

Descriptive Survey- the qualitative method was followed by the researcher to study this
problem. The Survey method is considered to be the best method for the present study. The
survey method gathers data from a relatively larger number of cases at particular time. So
survey method is found suitable to find out psychological well- being of secondary school
Teachers during covid-19 situations.

3.8 Tools used in the study

A Standardized tool was used to find out psychological well-being of secondary school
teachers. The questionnaire was altered with prefixes and prepared and used by the
 researcher to study the psychological well- being of secondary school teachers during covid-
19 situations.

3.9 Reliability & Validity of the Tool

The reliability of the scale was determined by

a) Test re-test method
b) Internal consistency method
The test, re-test reliability was 0.87 and consistency value 0.90

Validity

Besides face validity as all the items of the scale are concerned with variable under focus, the
scale has high content validity. The scale was validated against external criteria and
coefficient obtained was 0.94

3.10 Description of the Tool

A standardized psychological well-being scale was used which is designed by The Ryff
Scales of Psychological Well-Being and it is a theoretically grounded instrument that
specifically focuses on measuring multiple facets of psychological well-being. These facets
include the following:

 Self-acceptance

 The establishment of quality ties to other- (Positive Relations)

 A sense of autonomy in thought and action (Autonomy)

 The ability to manage complex environments to suit personal needs and

values( Environment Mastery)

 The pursuit of meaningful goals and a sense of purpose in life (Purpose in Life)

 Continued growth and development as a person ( Personal Growth)

The Ryff Scales of Psychological Well-Being

The Ryff inventory consists of 42 questions (medium form). Both the long and medium
forms consist of a series of statements reflecting the six areas of psychological well-being:
autonomy, environmental mastery, personal growth, positive relations with others, and
purpose in life, and self-acceptance. The researcher slightly altered the statements to suit her
study. Respondents rate statements on a scale of 1 to 5, with 1 indicating strong
disagreement and 5 indicating strong agreement.

The following are example statements from each of the areas of well-being measured by the
Ryff inventory:

Autonomy

I have confidence in my opinions, even if they are contrary to the general consensus.

Environmental Mastery

In general, I feel I am in charge of the situation in which I live.

Personal Growth

I think it is important to have new experiences that challenge how you think about yourself
and the world.

Positive Relations with Others

People would describe me as a giving person, willing to share my time with others.

Purpose in Life

Some people wander aimlessly through life, but I am not one of them.

I like most aspects of my personality.

Responses are totaled for each of the 5 categories (about half of the responses are reverse
scored, which is indicated on the master copy of the test). For each category, a high score
indicates that the respondent has a mastery of that area in his or her life. Conversely, a low
score shows that the respondent struggles to feel comfortable with that particular concept.
 TABLE.1

Details of the items in the questionnaire

Questions Allotted – Area Wise

S. NO Areas of Psychological Total Question Question Numbers

in Each Area
Well- Being

1 Self-acceptance 7 6,12,18,24,30,36,42

2 Positive Relations with 7 4,10,16,22,28,34,40

Others

1,7,13,19,25, 31, 37
3 Autonomy 7

Environmental 2,8,14,20,26,32,38
Mastery
4 7
 Purpose in Life 5,11,17,23,29,35,41
5 7

6 Personal Growth 7 3,9,15,21,27,33,39

3.11 Scoring procedure

Self-acceptance

High scorer: Possesses a positive attitude towards the self; acknowledges and accepts
multiple aspects of self, including good and bad qualities; feels positive about past life.

Low scorer: Feels dissatisfied with self; is disappointed with what has occurred with past
life; is troubled about certain personal qualities; wishes to be different than what he or she is.

Positive relations with others

High scorer: Has warm, satisfying, trusting relationships with others; is concerned about the
welfare of others; capable of strong empathy, affection, and intimacy; understands give and
take of human relationships.

Low scorer: Has few close, trusting relationships with others; finds it difficult to be warm,
open, and concerned about others; is isolated and frustrated in interpersonal relationships;
not willing to make compromises to sustain important ties with others.

Autonomy

High scorer: Is self-determining and independent; able to resist social pressures to think and
act in certain ways; regulates behavior from within; evaluates self by personal standards.

Low scorer: Is concerned about the expectations and evaluations of others; relies on
judgments of others to make important decisions; conforms to social pressures to think and
act in certain ways.
Environmental mastery

High scorer: Has a sense of mastery and competence in managing the environment; controls
complex array of external activities; makes effective use of surrounding opportunities; able
to choose or create contexts suitable to personal needs and values.

Low scorer: Has difficulty managing everyday affairs; feels unable to change or improve
surrounding context; is unaware of surrounding opportunities; lacks sense of control over
external world.

Purpose in life

High scorer: Has goals in life and a sense of directedness; feels there is meaning to present
and past life; holds beliefs that give life purpose; has aims and objectives for living.

Low scorer: Lacks a sense of meaning in life; have few goals or aims, lacks sense of
direction; does not see purpose of past life; has no outlook or beliefs that give life meaning.

Personal growth

High scorer: Has a feeling of continued development; sees self as growing and expanding; is
open to new experiences; has sense of realizing his or her potential; sees improvement in self
and behavior over time; is changing in ways that reflect more self-knowledge and
effectiveness.

Low scorer: Has a sense of personal stagnation; lacks sense of improvement or expansion
over time; feels bored and uninterested with life; feels unable to develop new attitudes or
behaviors.

The Five Point Scale for each item namely Strongly Agree, Somewhat Agree, Neither
Agree or Disagree, Somewhat Disagree, Strongly Disagree was used to assess the
Psychological Well- being of Secondary School Teachers during Covid-19 situations. Scores
for Response is tabulated in Table-2
 TABLE-2

Scores For Response

STRONGLY SOME NEITHER SOME WHAT STRONGLY

AGREE WHAT AGREE OR DISAGREE DISAGREE
AGREE DISAGREE

5 4 3 2 1

3.12 Variables of the study

The following are the variables for the study

a) Gender : Male /Female

b) Age : Below 40 / Above 40

c) Area of residence : Urban/ Rural

d) Educational qualification : Graduate/ Post Graduate

e) Type of School : Government / Private

f) Teaching Experience : Below 10 / Above 10

g) Teaching Subject :

MATHS/LANGUAGES/SCIENCE/SOCIAL

h) Income of the Family :

 ABOVE Rs. -10,000 per month/ BELOW Rs.10,000

i) Have you infected with Covid -19 : YES/NO

j) Have you vaccinated: YES/NO

3.13 Collection of Data

Before going to schools the researcher selected 100 secondary school teachers and took the
permission of the respective heads of the institutions. The researcher prepared the tool in
Google formats and sent to the respondents by mails/ Waatsaap. The secondary school
teachers were explained about the purpose of the study; request them to give appropriate
answers and the investigator collected the data through online questionnaire. The researcher
also assured that the answers will be kept confidential. The investigator received full co-
operation from the teachers as well as school administration while administering
questionnaire.

3.14 Sample of the Study

Non probability purposive sampling technique was used to collect the data from 100
Secondary School Teachers by considering different variables and that would be the sample
for the study.
 TABLE .3
DISTRIBUTION OF SAMPLE WITH RESPECT TO
DIFFERENT VARIABLES

S.NO VARIABLES CLASSIFICATION SAMPLE SIZE

Male 42
1 Gender
Female 58

40 below 84
2 Age
40 Above 16

Urban 05
3 Area of Residence
Rural 05

Below- 10 76
4 Teaching experience
Above-10 24

Educational UG 66
5
Qualification PG 34

Maths 24

Languages 32
6 Teaching subject
Science 32

Social 12

Government 46
7 Type of School
Private 54

Monthly income of the Below Rs:10000 56

8
Family Above Rs:10000 44
 Have you infected with Covid 22
9 Yes
-19?
No 78

Have you vaccinated with 66

10 Yes
Covid-19 vaccine?
No 34

3.15 Sampling Procedure

The procedure of selection of sample and sample distribution is shown in Table -4

TABLE-4
DISTRIBUTION OF SCHOOLS

S.NO SCHOOL NAME AREA TYPE OF MEDIUM

SCHOOL

1 MPUP School Rural Government Telugu

2 APSWREI School Rural Government Telugu

3 AP MODEL School Rural Government Telugu

4 ZPHS School Rural Government Telugu

5 Sri Chaitanya Techno Urban Private English

School

6 SUN School Urban Private English

7 Sacred Heart School Rural Private English

8 J.M.J English Medium Urban Private English

 High School

9 Narayana English Urban Private English

Medium School

10 Vignan public School Urban Private English

3.16 Delimitations of the study

The study is limited to Secondary school teachers only

The study is limited to 100 Secondary school teachers

The study is limited to state of Andhra Pradesh Only

The study is limited to selected variables only

The study is limited to psychological well- being assessment only

3.17. Statistics Used

The following statistics were used to analyze the data

1) MEAN
To calculate the following formula is used.

Arithmetic Mean =AM + ×

AM=Assumed Mean
F=Frequency

d=Deviation from Mean

N=Total number of Scores

 ∑= Summation
Ci=Class Interval

1. PERCENTAGE OF MEAN

Percentage of Mean= ×100

2. STANDARD DEVIATION
The conventional symbol used for standard deviation is Greek Letter Sigma and is defined
as the square root of the sum of the squares of the deviations taken from the mean. The
formula used for the calculations of standard deviation is

SD(σ) = *Ci

Where fd is the product of the frequency and corresponding deviation for the scores , N is
the total number of the students and Ci is class interval.

3. “t” VALUE
The statistics is used to determine whether the difference between population means is
significant or not .The formula used for the calculation of “t” value is

t =

Where M1 and M2 are means and SED is standard error difference between uncorrelated
means

SED =

Where σ1 and σ2 are the standard deviations of two different categories.N1 and N2 are the
total number of two different categories (male and female, rural and urban etc…)
 4. “F” Test
Simply from the analysis of variance is used to test the significance of difference between
the means of a number of different populations.

F=

3.18 Conclusion

In this chapter Introduction, Statement of the problem , Operational definitions, Research

questions, Objectives, Hypotheses, Variables, Methods, Sample, Tools, Reliability and
validity, Data collection , “Delimitations ,Statistical Techniques were discussed. The next
chapter deals with the analysis, interpretations and discussion of data collected for studying
“Psychological Well -Being of Secondary School Teachers during Covid -19 situation”.

CHAPTER – 4
ANALYSIS AND INTERPRETATION OF THE DATA

4.0 Introduction

4.1 Objective .1

4.2 Objective -2
 4.3 Objective 3

4.4 Testing of Hypotheses

4.5 Conclusion

CHAPTER – 4
ANALYSIS AND INTERPRETATION OF THE DATA

4.0 Introduction

The first three chapters were devoted to the presentation of theoretical frame work, review of
related literature and methodology adopted to undertake the study.

The analysis and interpretation of data involves the objective material possession of the
researcher and its subjective reactions and desire to derive from the data the final analysis
that was anticipated in detail. The problems should be analyzed in detail to see that what data
are necessary in its solution and to be assured that the methods used will provide for definite
answers, the researcher must determine whether the factors chosen for study will satisfy all
the conditions of the problems.

Analysis and interpretation of data is the essential stage in the research process. The goal of
analysis is to summarize the data collected in such a way that they provide answers to the
questions that triggered research.

Interpretation is the search for the broader meaning of research findings. The research has
two major aspects. First there is effort to establish continuity in social research through
linking the result of one study with another. Secondly, the interpretation through linking the
result of one study with those of another and in turn leads to the establishment of explanatory
concept of interpretation.

Data analysis

After collection, the data was subjected to scoring and analysis the analysis was followed by
interpretation of results in order to arrive at certain findings and conclusion in reaction to
hypotheses formulated earlier. The analysis and interpretation of collected data are
presented.

4.1 Objective .1

To find out the Psychological well-being of Secondary school Teachers during Covid-19
situations and to classify them.

This objective was analyzed by finding Mean, S.D and % of mean of the total sample and
tabulated in Table.1.

TABLE .1

Psychological well- being of Secondary school Teachers

 during Covid -19 Situations

SAMPLE MEAN S.D % OF MEAN

100 162.84 20.38 77.54

The teachers are classified into different categories of psychological well- being and
tabulation can be seen in Table .2

TABLE .2

Classification of Psychological well -being of Secondary School teachers during

Covid-19 situations

S.No Level of Psychological Frequency score % of Teachers

well- being

1. Poor NIL NIL

2 Moderate 44 44%
 3. Good 56 56%

Interpretation and Finding

Psychological well -being of Secondary School Teachers is measured with the sample of 100
teachers .On the whole as we get percentage of 77.54% and it is above average we can say
that Secondary School Teachers are good in their Psychological Well –Being. The above
table also consists of level of Psychological well- being of the scores. From the survey the
researcher finds that Secondary School teachers are with moderate Psychological well -being
as there is evidence according to the frequency scores 44 teachers are with moderate
Psychological well- being with the percentage of 44% .And Secondary School Teachers with
56 in number attains 56% are with high Psychological well –being. There is none found with
poor psychological well- being. The Psychological well – being of secondary school teachers
is good. 56% of teachers fall at good level and 44% of them fall at moderate level and none
fall at poor level.

Discussion:

As the teachers are next to parents, it is the responsibility of the teachers to mould the child
in a better way. Though they may undergo many stressful situations however with their
enormous experiences they learn to balance all the circumstances and are able to strike the
balance and are very happy and satisfied with their lives, efficient in their deeds, sociable
with fellow beings, mentally sound and maintain good interpersonal relationships. So, in
reality Secondary school Teachers are very good in their Psychological well -being. It is
good to see that teachers stand at good level in their psychological well – being. But they
stand at excellent level as they are the pillars of the nation. The problems and challenges they
underwent during the pandemic might be the reason for this level (77.54%).Specially private
school teachers faced financial problems and few teachers with limited technical knowledge
struggled a lot to teach online classes. The health issues, loss of dear ones and isolation etc.
all these might be the reasons for the 44% of teachers remain at moderate level in their
psychological well- being. Every person needs to develop Psychological well -being in order
to maintain sound health and to have good rapport with others. But due to instability,
resentment, stress and ego emotional imbalances occur and consequently human being is
inaudibly unable to manage day today situations. To develop Psychological well- being is to
have sound health and good rapport with others and environment.

4.2 Objective -2

To Find out the Psychological well -being of Secondary School Teachers during Covid -19
situations with respect to different areas. This objective was analyzed by finding Mean, S.D;
% of Mean of the total sample with respect to different areas was calculated and tabulated in
Table .3

TABLE. 3

Psychological well -being of Secondary School teachers during Covid -19

situations with respect to different areas

S.NO AREAS MEAN S.D %OF MEAN

1 Self acceptance 28.48 4.38 13.56

2 Autonomy 28.38 3.62 13.51

3 Purpose in life 28.14 4.13 13.40

4 Positive relations with others 26.78 4.05 12.75

5 Environmental mastery 26.77 4.29 12.75

6 Personal growth 21.75 4.03 10.36

Graph-1 Psychological well -being of Secondary School teachers during Covid -

19 situations with respect to different areas
Observation
 1. An assessment with the Psychological well- being of Secondary school teachers with
respect to the area of Self-acceptance and its mean is 28.48, S.D is 4.38 and % of mean is
13.56 and this area stood in the first place.

2. A comparison with the Psychological well- being of Secondary School teachers with
respect to the area of Autonomy and its mean is 28.38, S.D 3.62 is and % of mean is
13.51and it was on par with the above area.

3. A comparison with the Psychological well- being of Secondary school teachers with
respect to the area of Purpose of life and its mean is 28.14, S.D is 4.13 and % of mean is
13.40 and it is in the third place.

4. A comparison with the Psychological well -being of secondary school teachers with the
respect to the area of Positive relation with others and the mean is 26.78, S.D is 4.05 and
% and its mean is 12.75 and it is occupied the 4th place.

5. A comparison with the Psychological well- being of Secondary school teachers with
respect to the area of Environmental Mastery of mean is 26.77, S.D is 4.29 and % and
its mean is 12.75 and it is in the 5th place.

6. A comparison with the Psychological well- being of Secondary school teachers with
respect to the area of Personal growth and its mean is 21.75, S.D is 4.03 and % of mean is
10.36 and this area stood in the last place. However there is no much variation. All the
teachers are good in all the areas.

Interpretation and finding

Psychological well -being of Secondary school teachers is measured and found that
Secondary School Teachers are with On the whole 77.54% are very good in self acceptance
autonomy and purpose of life and are yet to improve the area of personal growth.

Discussion
As it is well known that no person is independent .Life is impossible without integrating with
others. In order to maintain pleasant relations one need to cooperate with fellow beings,
accommodate them, assimilate and integrate with neighbors. The teachers are very good in
self acceptance, autonomy and purpose in life. The life experiences and challenges specially
the pandemic situations has taught them to be more self accepting, determined and
independent people who is a able to resist social pressures even in during Covid -19
situations, in spite of the pandemic situations they are able to focus life goals and purpose
and find meaning of life. These types of teachers are an edifying model to the coming
generation because their very being and life style itself infuse hope in others. The researcher
found that Secondary School Teachers are good with interpersonal relations and
environmental mastery irrespective of their caste, creed, race and religion. They stood last in
the area in personal growth. The pandemic left the people in isolation. We learn many things
from others by interacting with them. We learn and grow from our surroundings by
observing others. But this virus closed all such doors. This could be the reason for less
‘Personal Growth’ during Covid-19 situations.

4.3 Objective (a) Gender

To find out the influence of the variable ‘Gender’ (Male / Female) on the Psychological
well- being of Secondary School Teachers during Covid-19 Situations. This objective was
analyzed by finding Mean, S.D % Mean and “t” value of respect to gender variable and was
calculated and tabulated in Table.4
 TABLE -4

Comparison of variable ‘Gender’ Secondary School Teachers Psychological well-

being of male and female School Teachers during Covid- 19 Situations

Variable Male/Female Mean S.D % of SED T–

Mean value

Male 162.36 22.11 77.31

GENDER 4.237 0.269

Female 163.5 20.22 77.86

N.S

Graph-2 Comparison of variable ‘Gender’ Secondary School Teachers

Psychological well-being of male and female School Teachers during Covid- 19
Situations
Observation

1. The male Secondary teachers mean is 162.36, S.D is 22.11

2. The female Secondary teachers mean is 163.5 S.D is 20.22

3. The male Secondary teachers (percentage) % of mean is 77.31

4. The female Secondary teachers (percentage) % of mean is 77.86

5. S.E.D value 4.237

6. For df = 48,‘t’ value is 0.269

Interpretation and Findings

The researcher measured psychological well -being of the variable of ‘Gender, in

comparison with the male and female, it is provided that female teachers with the percentage

of 77.86 are with good Psychological well- being than their male counterparts with the

percentage of 77.31% . But the difference is not significant .The‘t’ value is 0.269 which is

less than the tabulated value at 0.01. Though the mean value of female Secondary teachers is

greater than mean value of male Secondary School teachers, the difference is not significant

at both levels. Hence the hypothesis is accepted.

There is no significant difference between male and female teachers in their psychological

well-being.

Discussion
Women are adorned with certain virtuous qualities and they definitely exhibit feminine

characteristics tenderness, love, joy, peace, humility patience, kindness, mercy and tolerance.

Nevertheless she undergoes several struggles either in the family or in the work place with

colleagues .In fact she faces all the challenges, all the stressful events of life and all other

negative emotions just to make her family happy and healthy. Women also demonstrate the

right path to her family with balanced personality. Hence Psychological well- being is

slightly high in the female in comparison with their male counterparts. The study revealed

that though Psychological well -being of women is greater, but the difference is not

significant and men are equally having Psychological Well- Being.

Men also go through many painful situations and learn to manage stressful situation in their

career and handling the burden of the family, financial crises, education of children and

settlement of children in the family and technically balance his family life which in turn

leads with satisfaction, relaxation and pleasure. Thus by this survey, the researcher finds that

both men and women are similar in their psychological well –being during Covid -19

Situations.

Objective 3(b)- Age

To find out the influence of the variable ‘Age’( Below 40 / Above 40) on the psychological

well- being of Secondary school Teachers during Covid -19 situations. This objective was

analyzed by finding Mean, S.D, % of Mean and “t” value of with respect to gender variable

and was calculated and tabulated in table -5

TABLE-5
Psychological well –being Secondary school teachers during Covid-19 Situations as per
the variable ‘Age’ > 40 years and < 40 years

variable > 40/ Mean S.D % of S.E.D t=value

Mean
< 40

> 40 164.48 21.96 78.32

Age 3.388 t=2.577

< 40 155.75 9.57 74.17

S
Graph-3 Psychological well –being Secondary school teachers during Covid-19
Situations as per the variable ‘Age’ > 40 years and < 40 years
Observation: Following observation is made from the table.

1. The Secondary School Teachers age > 40 and their mean is 164.48 S.D is 21.96

2. The Secondary School Teachers age < 40 and their mean is 155.75, S.D is 9.57

3. The Secondary School Teachers age > 40 years and their % of mean is 78.32

4. The Secondary School Teachers age < 40 years and their % of mean is 74.17

5. S.E.D value 3.38

6. For df = 48,‘t’ value is 2.577 and it’s difference is not Significant.

Interpretation and Findings

The researcher measured the psychological well -being of Secondary school teachers during
Covid-19 in the variable ‘Age’. Among the age group of > 40 and <40, it is proved that age
group of above 40 are with good psychological well -being than the age group below 40
years. The percentage of well- being of the age group > 40 is 78.32 and the percentage of age
group < 40 is 74.17. The“ t” value is 2.57 and it is significant. Significant at 0.01 level.
There is significant difference between the years with >40 and<40 years of Age in their
psychological well-being and hence the hypothesis formulated is rejected.

Discussion

Age is a factor which always counts. We learn many things as we grow. The different
experiences in life teach many things as we grow. The different experience in life teaches
many lessons. Everyday life, day today problems, issues of children and their exposure to
others might be the reasons for the psychological well-being of >40 years aged teachers.
They are exposed to training programmes, workshops, seminars, parallel groups, and
subsequent environment: similar experiences might have caused the present finding that
there is significant difference between psychological well- being of > 40 and < 40 years of
teachers.
Objective 3(c) – Area of Residence

To find out the Psychological well -being of Secondary school teachers with respect to ‘Area

of Residence’. This objective was analyzed by finding Mean, S.D, % of Mean and “t” value

with respect to the area of residence variable and was calculated and tabulated in table .6

TABLE – 6
AREA OF RESIDENCE

Comparison of Psychological well- being of Secondary School Teachers in respect to

the variable ‘Area of Residence’

Variable Urban/ Mean S.D % of S.E.D “t”value

Ruarl Mean

Area of Urban 164.6 21.06 78.38 t =0.495

Residence
df =98

15.421 p=0.727

Rural 159.21 19.74 75.81

N.S
Graph-4 Comparison of Psychological well- being of Secondary School Teachers in
respect to the variable ‘Area of Residence’
Observation

1. The number of residence in Urban Area is 70, mean is 164.6, S.D is 21.06

2. The number of residence in Rural Area is 30, mean is 159.21, S.D is 19.74

3. The number of residence in Urban area is 70 and their % of mean is 78.38

4. The number of Area of residence in Rural is 30 and their % of mean is 75.81

5. S.E.D value 15.721

6. For df = 98,’ t’ value is 0.495

Interpretation and Finding

The survey method using the tool questionnaire, the researcher measured psychological
well- being of secondary school teachers with respect to the variable ‘Area of Residence’. It
was proved that Secondary school teachers of urban area had better Psychological well-
being than their counterparts in the rural area. The researcher finds that there is slight
difference between the Rural and Urban Secondary school teachers in their Psychological
well-being during the covid-19 situations. But the difference is insignificant which results in
the acceptance of the hypothesis formulated.

The Finding is that there is no significant difference in their psychological well- being as
per the area concerned, whether they are in urban area or in a rural area, today due to
globalization everything is available in everywhere. Hence the difference is insignificant;
Discussion

The area of residence in Urban, the mean is 164.6 and rural area of residence, the mean is
159.21.It was proved that Secondary school teachers of urban area had better Psychological
well- being than their counterparts in the rural area. The technological development has
brought about the major changes in the life style of human being and today the World is a
global village, everything is access to us whether we live in a rural area or urban area.

Objective 3(d)- Educational Qualification

To find out the Psychological well- being of Secondary school teachers with respect to the

Educational Qualification. This objective was analyzed by finding mean, S.D, %of mean and

“t” value of the variable Educational Qualification was calculated and tabulated in table .7

TABLE.7

Comparison of Variable ‘Educational Qualification’ on the Psychological well -being of

Secondary School Teachers during Covid-19 Situations

Graduates/

Variable Post Mean S.D % of S.E.D “t”value

Graduates Mean

t =1.969

Educational
Graduates 168.44 17.03 80.21 df =98
Qualification
p=0.051

Post 159.94 25.33 76.16 4.317 N.S

Graduates
Graph-5 Comparison of Variable ‘Educational Qualification’ on the Psychological well
-being of Secondary School Teachers during Covid-19 Situations
 Observation

1. The number of Secondary School Teachers, who are Graduate, is 66, and their mean is
168.44, S.D is 17.03

2. The number of Secondary School Teachers, who are Post Graduate, is 34 and their mean
is 159.94, S.D is 25.33

3. The number Secondary School Teachers, who are graduate is 33 and their % of mean is
80.21

4. The number of Secondary School Teachers, who are Post graduate is 34 and their % of
mean is 76.16

5. S.E.D value 4.317

6. For df = 98, ‘t’ value is 1.969

Interpretation and Findings

The researcher used the survey method and measured the psychological well- being of
Secondary school teachers and had knowledge about the educational qualification of the
secondary school teachers and found that there is no adequate difference between the
Secondary school teachers who are graduates and are post graduates.

The Finding is that there is no significant difference in their psychological well- being as
per the qualifications concerned, whether they are graduates or postgraduates, that don’t
make any difference in their Psychological well- being during Covid-19 situations.

Discussion

The teachers perform a significant function of providing learning and lead their students
from the darkness of ignorance to the light of knowledge. The variable of ‘Educational
Qualification’ of secondary School teachers, who are Graduate and their mean, is 168.44,
and the Post Graduate teachers mean is 157.94. Once they are professionals in the field of
education, they have similar duties and responsibilities to be fulfilled towards students,
parents and management.
Objective 3( e )-Type of School

To find out Psychological well- being of Secondary school teachers during Covid-19

Situations with respect to the ‘Type of School’. This objective was analyzed by finding

Mean, S.D, % of Mean and “t” value of with respect to type of school and was calculated

and tabulated in table.8

TABLE-8

Psychological well - being with respect to the Variable

‘Type of School ’

Type of No. of Mean S.D % OF S.E.D t-value

Mean
School Teachers

54 164.52 22.01 76.06

Private 1.208

3.963

Government
46 159.73 17.34 79.70

N.S
Graph-6 Psychological well - being with respect to the Variable

‘Type of School
Observation

1 Private Secondary School Teachers a total 54 participants whose Psychological well- being
during the Covid -19 situation and their mean is 164.52 and the S.D is 22.01.

2.The Government Secondary School teachers a total of 46 participants whose Psychological

well-being during Covid-19 situation and their mean is 159.73, S.D is 17.34.

3. The % mean of Private secondary School Teachers is 76.06

4. The % mean of government secondary School teachers is 79.70

5. S.E.D value 3.963

6 .For df = 48,‘t’ value is 1.208

Interpretation and Finding

Psychological well- being of secondary school teachers is measured with the type of School
and found that there is no significant difference between the Private 76.06 and Government
79.90 percentage of mean values of Secondary School Teachers. This leads to the acceptance
of the hypothesis

The finding is that there is no significant difference between private and government
teachers in their psychological well - being during Covid-19 situations.

Discussion

This is about the type of School and this indicates the job satisfaction of Secondary School
Teachers. School teachers are the most important group of professionals for our nation's
future. Today most of the teachers are dissatisfied with their jobs. Job satisfaction of the
teachers is important for every individual. When the teachers are satisfied in their job and in
turn they contribute maximum to the welfare of the students and they are interested to teach
students proficiently and effectively. When it comes to the pandemic, all the teachers
reacted in the same way .Teachers, whether they belong to private sector or government
sector are human beings basically, that is why we see no difference between them during
pandemic.

Objective (f)- Teaching experience

To find out the Psychological well -being of Secondary school teachers during Covid -19

situations with respect to the Teaching experience. This objective was analyzed by finding

mean, S.D, % of mean and “t” value with respect to the Variable ‘Teaching Experience’ and

was calculated and tabulated in table .9

TABLE.9

Comparison of the Psychological well -being of Secondary School teachers during

Covid-19 Situations whose Experience is below 10 Years and above 10 years.

>10years/
Variabl <10years Mean S.D % of S.E.D “t”value
e Mean

0.133
Teaching <10years 162.91 20.20 73.43
experience
4.128
N.S
>10 years 163.46 21.07 77.84
Graph- 7 Comparison of the Psychological well -being of Secondary School teachers
during Covid-19 Situations whose Experience is below 10 Years and above 10 years.
Observation

1. The number of Secondary school Teachers who had > 10 years experience and their mean

is 163.46, S.D is 20.20

2. The number of Secondary school Teachers who had < 10 years experience and their mean

is 162.91, S.D is 21.07

3. The number of Secondary school Teachers who had of > 10 years is experience and their

% of mean is 73.43

4. The number of Secondary school Teachers who had of < 10 years of experience and their

% of mean is 77.84

5. S.E.D value 4.128

6. For df = 48, ‘t’ value is 0.133

Interpretation and Findings

By using the survey method, the tool questionnaire is administered, the researcher measured
psychological well -being of Secondary school teachers by using the variable ‘Teaching
Experience’ and found that Psychological well -being as per the mean percentage is 77.84%
with respect to >10 years of experience and the mean percentage of <10 years is 73.43 .
There is no sufficient difference between the psychological well- being of Secondary school
teachers during covid-19 situations as per the evaluation of ‘Teaching experience’ in
comparison with <10 years and > 10 years. The hypothesis formulated and accepted.
The Finding is that there is no significant difference between >10 years and <10 years of
experience of Psychological well- being of secondary school teachers during Covid-19
situations.

Discussion

Among the Secondary school teachers those who have less than 10 years of work experience,

the psychological well-being is slightly less in comparison with the Secondary School

Teachers who have more than 10 years of working Experience. However, the estimate was

not very accurate, as it was within a wide confidence interval. In contrast, the teachers, who

have more than 10 years of experience, longer working hours was a protective factor for

Secondary school teachers. Teachers with much experience are definitely balanced when

compared to ‘juniors’. All their experiences at school and home make them strong. Hence

little high level. But it is good sign to see that their counterparts are also equally good.
Objective 3 (g) Teaching Subjects

To find out the influence of the Variable ‘Teaching Subjects’ on the psychological well-
being of secondary school teachers during Covid-19 situations. This objective was analyzed
by finding Mean, S.D, % Mean and “F’ value with respect to the variable ‘Teaching
Subjects’ and was calculated and tabulated in Table.10

TABLE-10

Comparison of Variable ‘Teaching Subjects’ on the psychological well -being of Secondary School Teachers

No. of Teaching
S.NO Teachers Subjects Mean % Mean S.D S.E.D F value

1 79.61
24 Maths
167.18 21.15

2.699
2 32 Language 165.64 78.87 22.53

19.1 F= 1.369
32 Science 159.56 3
3 75.98 df=99

p=0.256

4 12 Social 156.66 74.60 18.12

Graph- 8 Comparison of Variable ‘Teaching Subjects’ on the psychological well -being
of Secondary School Teachers
 Observation

1. The number of Secondary school teachers who deals Maths is 24 and their mean
is167.18 , S.D is 21.15

2. The number of Secondary school teachers who deals language is 32 and their mean
is165.64, S.D is 22.53

3. The number of Secondary school teachers who deals Science is 32 and their mean
is159.56, S.D is 19.13

4. The number of Secondary school teachers who deals Social is 12 and their mean
is156.66, S.D is 18.12

5. The % Mean for Maths subject is 79.61

6. The % Mean for the Language is 78.87

7. The % Mean of Science for the language is 75.98

8. The % Mean of Social is 74.60

9. S.E.D value is 2.699

10. df = 99 & ‘F’ value is 1.369

Interpretation and Finding

Psychological well- being of Secondary School teachers during Covid-19 is measured with

respect to the area of ‘Teaching Subjects’ and found that there is no significant difference

between the Subjects Maths - 79.61,Languages- 78.87, Social – 74.60, and Science – 75.98

in their mean values. The formulated hypothesis is accepted.

The Finding is that there is no significant difference is noticed as the subjects of teaching

concerned. All the teachers are facing the similar situations irrespective of their subjects,

hence the difference is insignificant

Discussion

The subjects taught by the teacher plays a significant role in the all-round development of an

individual. It is not only giving the subject knowledge but the teacher should strive for the

mastery over other aspects. It also makes the teachers to be sociable with the peer group,

efficient in subject, develop talents, satisfy with their respective courses and expand their

interpersonal relationships. Ultimately the aim of education is to shape the character of the

child. Teaching different subjects is the creation of sound mind in a sound body. It is

happening through the teaching- learning process of subjects - Maths, languages, social, and

science. Hence the secondary School Teachers psychological well- being is similar. Hence

the researcher found that ‘in comparison with the Teaching Subjects’ there is no significant

difference in the Psychological well- being of teachers during Covid-19 situations. All the

teachers irrespective of their subject are in the same state of mind during Covid-19

situations.
Objective 3( h ) - Income of family

To find out psychological well- being of Secondary school teachers with respect to income
of family this objective was analyzed by finding Mean, S.D, % of variable and was
calculated and tabulated in Table .11

TABLE.11

Psychological well -being of teachers with respect to ‘Income of Family’

Variable >10000/ Mean S.D` % OF S.E.D t- value

<10000 Mean

Income of >10000 167.37 22.64 75.13 2.402

family

3.995
<10000 157.77 16.90 75.62 S
Graph – 9 :Psychological well -being of teachers with respect to ‘Income of Family’
Observation

1. The number of Secondary school teachers who gets their family income per month

> 10000 is 56 and their mean is 167.37, S.D is 22.64

2. The number of Secondary School teachers who gets their family income per month

< 10000 is 44 and their mean is 157.77, S.D is 16.90

3. The number of Secondary school teachers who gets their family income per month

> 10000 and their % of mean is 75.13

4. The number of Secondary school Teachers who gets their family income per month

< 10000 is their % of mean is 75.62

5. S.E.D value 3.995

6 .For df = 48, ‘t’ value is 2.402

Interpretation and Finding

The researcher measured psychological well- being of Secondary school teachers using the
variable income of family. The researcher finds that there is significant difference between
both who gets their income per month >10000 and <10000 during Covid-19 situations. The
researcher finds that mean of >10000 incomes is 167.37 where as mean of <10000 income is
157.77. There is significant difference at both the levels i.e., 0.01 and 0.05 levels with “t”
value of 2.402 and it is not significant. Hence the hypothesis is formulated and is rejected.

The finding is that there is significant difference between the teachers whose income is
>10000 and <10000in their psychological well- being.
Discussion

Human beings irrespective of their income of family belong to a human society. Individuals

whose income is high, are able to fulfill the needs and individuals with low income are not

able to fulfill their requirements. When there is financial crises people are not able to take

proper measures for their health and unable to undergo treatment when they are affected with

covid-19. Every financial emergency, build up a good rapport with our fellow beings so

gradually the well- beings is developed within the individuals while receiving help and

extending help. The researcher finds that >10000 are with good psychological well- being

than <10000 income of family.

Money makes many things. If the teachers are financially stable, automatically they can be

sound. Less income definitely makes the teachers insecure and many times makes them

panic. Specially ‘health issues’ trouble not only the teachers but also their family members

too. If there is sufficient income they can be confident to face the consequences of life,

obviously the high income group are having more psychological well- being than the other

group.

Objective 3( i ) – Have you infected with Covid -19 ?

To find out the Psychological well -being of Secondary school teachers and to know

whether they are infected with Covid-19. This objective was analyzed by finding Mean, S.D,

df, % of Mean , and “t” value with respect to the variable ‘Have you infected with Covid-

19’? and the score was calculated and tabulated in table 12.
 TABLE.12
Psychological well- being of teachers who are

Yes/ Mean Df % of S.D S.E.D “t”

No Mean Values
Variable

Have you Yes 158.8 48 78.17 17.23

infected with
Covid -19? 3.894 1.373

No 164.15 76.10 21.48 N.S

infected and non infected

Graph – 10 : Psychological well- being of teachers who are infected and non infected
Interpretation and Finding

Psychological well- being of Secondary school teachers is measured using the variable
‘Have you infected with COVID -19’. The researcher finds that there is no significant
difference between Secondary School teachers , who are infected with the Covid -19
responses mean percentage Yes – 78.17%, and people who have not infected with the
Covid-19 responses No – 76.10%. The formulated Hypothesis is accepted.

The finding is that there is no significant difference between the psychological well- being
of secondary school teachers who are infected and not infected.
Discussion

Corona virus disease (COVID-19) is an infectious disease caused by a newly discovered

corona virus. Most of the teachers are exposed to the children and it spreads and have chance
to get infected with the COVID-19 and this infected virus individuals experience mild to
moderate respiratory illness and recover with adequate treatment. The best way to prevent
and slow down transmission is to be well informed about the COVID-19 virus, and the
disease it causes and how it spreads. Teachers and children are to be protected from infection
by washing the hands or using an alcohol based rub frequently and not touching the face.
The secondary school teachers who are not affected with Covid-19 and their mean is 164.15
and secondary teachers who are infected with Covid-19 and their mean is 158.8 . No much
difference is observed between the two groups. However teachers who not affected are
slightly better than the affected in their psychological well- being. Affected teachers are also
exhibited courage and they fought with the virus and its consequences and are able to
maintain their psychological well -being.

Objective 3( j ) – Have you vaccinated

To find out the psychological well -being of Secondary school teachers with respect to the
status of their vaccination. This objective was analyzed by finding Mean, S.D, % of Mean
and “t” value with respect to variable and was calculated and tabulated in table .13

TABLE.13

HAVE YOU VACCINATED?

Psychological well- being of Vaccinated and not vaccinated

Variable Yes/ Mean S.D % of S.E.D t-value

No Mean

Have you Vaccinated?

Yes 159.81 22.26 80.32 3.927 t =2.258
for Covid-19

No 168.67 16.60 78.94

N.S

Graph -11:Psychological well- being of Vaccinated and not vaccinated

Interpretation and Findings
 The survey method used the tool questionnaire; the researcher measured psychological

well- being of secondary school teachers with the variable ‘Have you vaccinated’. It was

proved that Secondary school teachers, who responded with ‘No’, were well with their

psychological well- being comparatively with their counter parts, who responded ‘Yes’. The

researcher finds that there is slight difference but it is not significant hence hypothesis is

accepted.

The finding is that there is no significant difference between the psychological well- being

of secondary school teachers who are vaccinated and not vaccinated because all take

appropriate safety measures.

Discussion

Equitable access to safe and effective vaccines is critical to ending the COVID-19

pandemic, so it is extremely encouraging to see so many vaccines proving and going into

development. Being vaccinated does not mean that we can throw caution to the wind and

put ourselves and others at risk, particularly because research is still on progress into how

much vaccines protect not only against disease but also against infection and transmission.

So our survey study reveals that the Secondary School teachers those who are vaccinated

whose responses were ‘Yes’ and their percentage of mean is 80.32 and those who responded

‘No’ and there percentage of mean is 78.94%. The Psychological well – being of all the

teachers is almost the same. Though there is a slight high level in vaccinated teachers, the

difference is negligible. All the teachers might be of the feeling that by taking precautions

they can be safe whether vaccinated or not. Hence all the secondary school teachers are able

to maintain the Psychological well- being .

4.4 Testing of Hypotheses

TABLE.14

Psychological Well- Being of Secondary school

Teachers during Covid-19 situations

TESTING HYPOTHESES

Sno Hypotheses Variable “t” value Results

1 There would be no significant “t” value=0.269 The “t” value is

difference between male and not significant at
MALE The “t” value is
female teachers in their 0.01 levels.
not significant at
Psychological well-being FEMALE Hence null
0.01 level
during Covid- 19 situations. hypothesis is
accepted

2 There would be no significant > 40 “t” = 2.57 The “t” value is

difference between below 40 not significant at
Significant at
years and above 40 years 0.01 levels
0.01 levels
aged teachers in their < 40
Hence
Psychological well-being
hypothesis is
during Covid- 19 situations
rejected.

3 There would be no significant Urban “t” value = The “t” value is

0.495
difference between rural and Rural not significant at
urban teachers in their The “t” value is 0.01 levels.
not significant at
Psychological well-being 0.01 level Hence null
 during Covid- 19 situations. Hypothesis is
accepted

4 There would be no significant “t” value =1.969 The “t” value is

difference between graduate not significant at
Graduates The “t” value is
and post graduate teachers in 0.01 level.
not significant at
their Psychological well- Post Graduates
0.01 level Hence null
being during Covid- 19
hypothesis is
situations.
accepted

5 There would be no significant “t” value =1.208 The “t” value is

difference between not significant at
Government The “t” value is
government and private 0.01 level.
not significant at
School teachers in their Private
0.01 level Hence null
Psychological well-being
hypothesis is
during Covid- 19 situations
accepted

6 There would be no significant “t’ VALUE = The “t” value is

difference between teachers 0.133 not significant at
>10years
with below 10 years and 0.01 levels.
The “t” value is
above 10 years of experience <10 years Hence null
not significant
in their Psychological well- hypothesis is
at 0.01 level
being during Covid- 19 accepted
situations

7 There would be no significant Maths “f” value =1.369 The “f” value is
difference among the not significant at
Language The “f” value is
teachers, teaching different 0.01 levels.
not significant at
subjects in their Social
 psychological well-being Science 0.01 level Hence null
during Covid- 19 situations hypothesis is
accepted.

8 There would be no significant >10000 “t” value =2.402 The “t” value is
difference among the teachers the “t” value is significant at
according to the income in significant at 0.01 level.
their Psychological well- <10000 0.01 level Hence null
being during Covid- 19 hypothesis
situations rejected.

9 There would be no significant “t” value=1.373 The “t” value is

difference between the not significant at
Yes The “t” value is
affected and non affected 0.01 level.
not significant at
teachers in their No
0.01 level Hence null
Psychological well-being.
hypothesis is
accepted

10 There would be no significant Yes “t” value is The “t” value is

difference between the not significant at
No = 2.258
teachers who are vaccinated 0.01 levels.
and not vaccinated in their The “t” value is Hence null
Psychological well-being. not significant at hypothesis is
0.01 level accepted

4.5. Conclusion

Out of ten hypotheses tested, eight hypotheses were accepted except the variables ‘Income

of the Family’ and ‘ Age’. The variables as Gender, , Teaching experience, Teaching
subjects, Type of School , Area of residence, Have you infected with Covid -19, Have you

vaccinated of Covid -19 are not influencing the Psychological well -being of Secondary

school teachers during Covid-19 situation. The variables that have significant influence on

the psychological well- being of secondary school teachers are mainly ‘Income of the

Family’ and ‘ Age’. In this chapter the researcher presented analysis, interpretation and

discussion of the findings. In the fourth coming chapter the researcher presents major

findings under each objective, suggestions for teachers, policy makers, suggestions for

further research in this field and finally a conclusion for the present study.
 CHAPTER .5
SUMMARY, FINDINGS, CONCLUSION, EDUCATIONAL,
IMPLICATIONS, AND SUGGESTIONS

5.0 Introduction

5.1 Summary

5.2 Findings

5.3 Discussion of the study

5.4 Educational Implications

5.5 Suggestions to Teachers

5.6 Suggestions to Administrators

5.7 Suggestions for Further Research

5.8 Conclusion
 CHAPTER .5
SUMMARY, FINDINGS, CONCLUSION, EDUCATIONAL,
IMPLICATIONS, AND SUGGESTIONS
5.0 Introduction

This Chapter deals with various findings reported in the preceding chapters. The researcher
has taken all the care and caution required in reporting the findings, formulating the
conclusions and arriving at generalizations on the basis of the data were presented in the
earlier chapter. The chapter also provides reporting of the findings, conclusions, educational
implications, and suggestions for the further research and also to the presentation of a brief
summary of the entire study.

5.1 Summary

Education shapes the all round development of the students; the teacher is the one who acts
as a pioneer in providing education. The main aim of education is to bring out all round
development of the child in physical, psychological, emotional, and spiritual development.

The present study entitled as “Psychological Well -Being is the state of feeling healthy and
happy, having satisfaction, relaxation, pleasure and peace of mind. It is the subjective feeling
of contentment, happiness, and satisfaction with life’s experiences and of one’s role in the
world of work, sense of achievement, utility, belongingness, and no sign of distress,
dissatisfaction or worry etc.

However it does not require individuals to feel good all the time, the experience of painful
emotions is essential and unavoidable to the people as it refers to living life in full and
deeply satisfying manner. A teacher, who is psychologically, well / sound only can help the
child in manifesting the divine qualities of love, peace, and balance of mind. Jawaharlal
Nehru said that ‘the destiny of India shaped in the four walls of classroom’. The role of
teacher is very important in building the future of children with positive mental attitude. The
teacher influences them for eternity. The teacher moulds the students as unique individuals
and prepares the future citizens as a well balanced individual with good psychological well-
being.

Our country needs future citizens not only with good cognitive skills, intellectual and
technical abilities but also well psychological qualities. The citizens with good psychological
well -being can create peace and harmony in the society, country and world at large, even in
the worst situations like Covid -19 pandemic. To handle the daily stressful life events,
natural calamities and other sudden occurring of pandemic etc are the challenges of the
current scenario and to face them all require a courageous and determined mindset and in
the view of the above it is very important to measure Psychological well -being of teachers.

The researcher selected 100 Secondary school teachers to measure and to find out the
Psychological well- being of the teachers during this Covid -19 pandemic situations while
using questionnaire which was designed by the Ryff Scales of Psychological well- being .It
was used to find out Psychological Well-Being of Secondary School teachers according to
six dimensions like Self acceptance, Autonomy, Positive relations, Environmental mastery,
Purpose of life, & Personal growth. The researcher also took the variables such as age,
gender, teaching experience, teaching subjects, type of employment, income of family, have
you infected with Covid-19 and have you vaccinated for Covid-19 . The data was collected
personally by the investigator, and the objectives were analyzed by finding mean, S.D, % of
Mean “t” value and “f” value. Hypotheses were tested, analyzed and the data was tabulated
and interpreted.

The major findings are as follows:

5.2 Findings

1. From the statistical analysis it was understood that the Psychological well –being of the
sample of 100 Secondary school teachers is measured and found that 75.64% are having
high level in their Psychological well- being .

2. 44% Secondary school teachers possess moderate level of Psychological well- being.
3. In Actuality there was no teacher found with very low and low level of Psychological
well -being.

4. Surprisingly it is found that only 56% of secondary school teachers are with high level
of Psychological well -being.

5. It is astonishing to know that there is no teacher with very high level of Psychological
well being.

6. Secondary school teachers possess Self- Acceptance with the percentage of 13.56%
which is above average.

7. The area of Autonomy attains 13.51% in the secondary school teachers.

8. The area of Positive Relationship which is very essential to maintain positive response
with self and others occupies 12.75%.

9. Secondary school teachers possess Environmental mastery with 12.75% to lead a

balanced life.

10. Secondary school teachers possess Purpose of life with 13.40% to lead a balanced life.

11. Secondary school teachers possess Personal growth with 10.39 % to lead a balanced
life.

12. It is found that there is no significant difference between psychological well- being of
Male and Female teachers, Graduates and Post Graduates and also between the Private
and Government teachers.

13. Two variables mainly ‘Income of family > Rs. 10000 and < 10000 and Age above 40
and below 40’ the researcher finds that there is significant difference between the
Secondary school teachers in their psychological well –being.

14. Secondary school teachers with respect to government and private jobs possess similar
level of Psychological well -being.
 15. There is slight difference between Psychological well- being of above 10 and below
10 years of experienced teachers.

5.3 Discussion of the study

This study reveals that psychological well- being exists in similar way with respect to
different variables. The researcher measured the psychological well - being by analyzing the
variables like age above 40 years, and below 40 years. gender - male and female ,teaching
experience such as >10 years and <10 years ,teaching subjects such as Maths, Languages,
Science, Social ,type of employment such as private and government ,income of family such
as >10000 and <10000 .

The researcher found that there is no significant difference in psychological well- being with
respect to all variables except the variable Age above 40 years, and below 40 years and
income of family such as >10000 and <10000 . Though the secondary school teachers have
undergone many stressful situations during the Covid -19, due to their vast experiences they
have learnt to cope with and balance all the circumstances and are happy, satisfied and self
accepting with their lives, autonomy in their deeds, sociable with fellow beings, mentally
sound and maintain good purpose of life, and personal growth. So, finally secondary school
teachers are very good in their Psychological well -being.

Every person need to develop psychological well -being in order to maintain good rapport
with others and to have a balanced life style but due to instability, resentment, emotional
imbalance, and stress, and ego, man is quietly unable to manage all the impending situations.
So better to be away from all the negative emotions and develop psychological well-being to
have purpose of life and personal growth. Life is impossible without integrating with others.
In order to maintain pleasant relations one need to co-operate and collaborate with one
another, accommodate others, assimilate and integrate with neighbors. So here the researcher
finds out that secondary school teachers are very good with interpersonal relations
irrespective of their caste, creed, race, religion. Also he finds that 56 % of secondary school
teachers are with high level of psychological well- being where as low, very low and very
high levels are not observed in any of these teachers.
 It is found that there is no significant difference between psychological well -being of
secondary school teachers with respect to gender, teaching experience and, teaching subjects
and type of School.

In order to maintain a balanced, fruitful and a healthy life psychological well- being is very
much essential and in all the ways it enables the individuals to manage all the barriers of life.
Thus along with cognitive skills, intellectual and technical abilities it is necessary to have
psychological qualities to become an integrated and a harmonious human being.

5.4 Educational implications

1. This study is implied to know psychological well -being of secondary school teachers
during Covid-19 situations as they shape the child holistically and work for their well-
being.

2. The main goal of this study is to know the psychological well-being of secondary
school teachers during Covid-19 situations and observed that teachers are good and they
act as a role model to the students.

3. The study also enables the teacher to know the way of Self- acceptance, autonomy,
positive response with others, environmental mastery, purpose of life and personal growth.

4. This study entails to learn the psychological well -being of teachers during Covid -19
situations and how they are able to balance life.

5. This study would help the curriculum setters and educational administrators to take
some initiatives regarding the all round personality development of individuals.

6. It may also be helpful to the policy makers to make necessary steps in designing the
schemes regarding the various issues related to education during the covid-19 situations.

7. This study entails that when the Teachers have a good psychological well- being they
will perform better.

8. This study reveals that the teachers with good psychological well – being are able to
concentrate better for the holistic developments of the students.
 9. A psychologically well balanced teacher can contribute her best to the better future of
the nation.

10. This study will further initiate to build up the self -esteem of the students who are
facing various challenges of life.

5.5 Suggestions to Teachers

1. Teachers should stand like pillars in any kind of situations whether adverse or
favorable.

2. Teachers are advised to participate in rallies and other community related activities in
order to develop sociable nature in them and in student community.

3. Teachers should influence the child by having proper psychological well- being to
transform the child in to integrated being.

4. Teachers need to manifest divine qualities of love, peace and stability of mind in the
students.

5. Teachers must work with efficiency to produce effective performance in his deeds and
his disposition in a sociable ways.

6. Teachers need to develop team spirit and co-operative effort and collaborative attitude
which lead to psychological well -being.

7. Teachers should possess good mental health to meet challenges and need to maintain
desirable relationship with students and people round them.

8. Teachers should develop a sense of belongingness among themselves and to the

institution and towards students as well.

9. Teachers should be able to develop right understanding of the children in order to make
them harmonious beings.
 10. Teachers must inculcate a feeling of empathy, affection, greater love, deeper
friendship and complete identification to develop psychological well -being.

5.6 Suggestions to Administrators

1. Administrators should provide opportunities to the teachers to develop their social skills
and soft skills.

2. They must create a sense of unity among secondary school teachers.

3. Management should take initiative to develop psychological well-being of teachers as it

leads to balanced life and personal growth.

4. Administrators need to conduct guest lectures, seminars, and workshops etc. to develop
autonomy in the teachers.

5. Management has to arrange picnics, tours and field trips in order to develop the
personality of the individual teachers.

6. Management needs to spend quality time personally with the staff and need to support
them and encourage them in their personal concerns which in turns get self –acceptance
and builds up trust and confidentiality.

7. Management should develop psychological qualities and soft skills and social skills
along with other cognitive, intellectual, and technical abilities of secondary school
teachers.

5.7 Suggestions for further Research

1. Research on Psychological well- being of Secondary school teachers during Covid -19
situations can be continued with a large sample of teachers from Andhra Pradesh.

2. The same Research also can be conducted on while taking samples of, Students,
Parents, Bank employees and other employees in the Government and Private sectors
since the psychological well-being is essential to all the sectors to work.
 3. As psychological well- being of teachers is necessary, the research can be carried out to
the teachers at different levels- Pre -Primary, Primary, High School and Higher Secondary
levels.

4. Research can be done by taking the comparison of the sample with various occupations
and sectors in the society.

5. Experimental method can be carried out by using different modules of psychological

well- being.

6. Some more variables can be added such as medium of instruction, parental well- being
and emotional status which may be barriers of well- being in them.

7. Longitudinal studies can also be carried out by taking different samples.

8. Co-relational studies can also be conducted in comparison with different variables.

5.8 Conclusion

The researcher has made an attempt to find out the Psychological Well- Being of Secondary
School Teachers during Covid-19 Situations. This study revealed that psychological well-
being of secondary school teachers is moderate. The variables like, gender, qualification,
area of teaching experience, type of school, teaching subjects of the teachers have no
influence on the psychological well-being of Secondary school teachers. ‘Income of the
Family’, and ‘Age > 40 and <40’ are significant and their hypotheses were rejected.

This study also revealed that psychological well-being of secondary school teachers is
essential which leads to healthy and happy life ,having self satisfaction ,efficiency in
sociability with others , sound mental health and good interpersonal relationships.
Psychological well- being is as unfeasible factor to balance negative and positive emotions
and to have holistic and harmonious living. It is the responsibility of every teacher to
generate in the children the spark of positive mental attitude and psychological well- being.
This study helped the researcher in analyzing the various aspects of psychological well -
being of secondary school teachers in particular and psychological well -being of individuals
in general during Covid-19 situations. The researcher feels the study gives sense of
satisfaction and achievement and it also helps the teachers, educational administrators, and
curriculum setters and policy makers to solve the problems in the area of psychological well-
being which is very essential to bring peace and harmony in the society, country and world at
large. This piece of work might be helpful as a miniature tool for all those who are directly
and indirectly involved in the processes of teaching learning and people who work for the
cause of Education.
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 ST. JOSEPH’S COLLEGE OF EDUCATION FOR WOMEN

GUNTUR- 522006
POST GRADUATE DEPARTMENT OF EDUCATION
ACHARYA NAGARJUNA UNIVERSITY

Dear Teachers,

I have undertaken a study entitled “PSYCHOLOGICAL WELL- BEING

OF SECONDARY SCHOOL TEACHERS DURING COVID- 19
SITUATIONS” for my M.Ed. Dissertation. There are 42 statements given
related to Psychological well- being with each statement is given 5 alternatives,
you can respond to any of the alternatives as per your feelings, opinions and
convictions concerned. You can tick the alternative in the appropriate box.
Kindly express your frank opinions against the following items. Information will
be used exclusively for the research purpose. Information will be kept strictly
confidential. I request your kind co-operation.

Guide:
Dr.C. GRACE INDIRA
M A., M.Ed., Ph.D
Associate Professor,
St. Joseph’s College of Education for Women Guntur.
Researcher :
SINCY FRANCIS
M.Sc. B.Ed.
 PERSONAL DATA

Please fill in the following information:

1. Teacher’s Name:

2. Name of the School:

3. Qualification:

4. Locality

DEMOGRAPHIC CHARACTERISTICS

a) Gender : Male /Female

b) Age : Below 40 / Above 40

c) Area of reside : Urban/ Rural

d) Educational qualification: Graduate/ Post Graduate

e) Type of School : Government / Private

f) Experience : Below 10 / Above 10

g) Teaching Subject :

MATHS/LANGUAGES/SCIENCE/SOCIAL

h) Income of the Family :

ABOVE Rs. -10,000 per month/ BELOW Rs.10,000

i) Have you infected with Covid -19 : YES/NO

j) Have you vaccinated: YES/NO

 QUESTIONNAIRE

S.NO Items to measure psychological Strongly Somewhat Neither Somewhat

Disagree
wellbeing of teahers Agree=5 Agree;=4 Agree or disagree =1
Disagree =2
=3
1 “I am not afraid to voice my
opinions, even when they are
in opposition to the opinions
of most people in the
pandemic situation
2 “For me, life has been a
continuous process of
learning, changing, and
growth even during this
Pandemic”
3 In general, I feel I am in
charge of the situation in spite
of this Pandemic”
4 “People would describe me as
a giving person, willing to
share my time with others
even during this Covid -19
situation”.

5 “I am not interested in
activities that will expand my
horizons in this Pandemic”

6 “I enjoy making plans for the

future and working to make
 them a reality in spite of the
terrible pandemic”

7 “Most people see me as loving

and affectionate in general and
even in the current Situation”

8 “In many ways I feel

disappointed about my
achievements in life due to
Covid -19 situation.

9 Due to pandemic situation I

live life one day at a time and
don’t really think about the
future.

10 I tend to worry about what

other people think of me when
I am not responding to their
problems in physical

11 “When I look at the story of

my life, I am pleased with
how things have turned out
during this Pandemic”

12 “I have difficulty arranging

my life in a way that is
satisfying to me during Covid
- 19”

13 “My decisions are not usually

influenced by what everyone
 else is doing in this current
situation”

14 “I gave up trying to make big

improvements or changes in
my life a long time ago.”

15 “The demands of everyday life

often get me down in this
pandemic”

16 “I have not experienced many

warm and trusting
relationships with others
during this Epidemic
Situation”

17 “I think it is important to have

new experiences during this
Covid -19 that challenges how
you think about yourself and
the world.”

18 “Maintaining close
relationships has been difficult
and frustrating for me during
this Pandemic ”

19 “My attitude about myself is

probably not as positive as
most people feel about
themselves during this Covid -
19 Situation.”
20 “ Even in this Pandemic I have
a sense of direction and
purpose in life”

21 “I judge myself by what I

think is important, not by the
values of what others think is
important even at this worst
pandemic”

22 In general, I feel confident and

positive about myself even
during this worst pandemic.”

23 “I have been able to build a

living environment and a
lifestyle for myself that is
much to my liking inspite of
Covid -19.”

24 “Even During Pandemic I tend

to be influenced by people
with strong opinions.”

25 “I do not enjoy being in new

situations that require me to
change my old familiar ways
of doing things even in this
Pandemic.”

26 “I do not fit very well with the

people and the community
around me in this pandemic.”
27 “ Even in this Pandemic I
know that I can trust my
friends, and they know they
can trust me”

28 “When I think about it, I

haven’t really improved much
as a person over the years and
even in this epidemic
situation”.

29 “Some people wander

aimlessly through life, but I
am not one of them in spite of
the Pandemic situation ”

30 “I often feel lonely because I

have few close friends with
whom to share my concerns
during this Pandemic”

31 “Even during this Pandemic

When I compare myself to
friends and acquaintances, it
makes me feel good about
who I am.”

32 “ During this Pandemic I don’t

have a good sense of what it is
I’m trying to accomplish in life.”

33 “Even in this Pandemic I

sometimes feel as if I’ve done
 all there is to do in life.”

34 “I have not experienced many

warm and trusting
relationships with others
during this Pandemic”.

35 “ Even in this Pandemic I

have confidence in my
opinions, even if they are
contrary to the general
consensus”.

36 “ During this Pandemic I am

quite good at managing the
many responsibilities of my
daily life.”

37 “I have the sense that I have

developed a lot as a person
during this Covid -19”

38 “I enjoy personal and mutual

conversations with family
members and friends during
this Pandemic”.

39 “My daily activities often

seem trivial and unimportant
to me during this Pandemic.”

40 “ Even during this Worst

Pandemic I like most parts of
 my personality.”

41 “It’s difficult for me to voice

my own opinions on
controversial matters during
this Covid -19.”

42 “I often feel overwhelmed by

my responsibilities during this
pandemic”.