Organisational Commitment and Hardiness Personality in Relation to Occupational Stress of Primary School Teachers
Pardeep Kumar1, Ajoy Batta2, Vijay Kumar3, Parul Sharma4, Gonika Bhatia5, Vivek Bhuchar6
1Pardeep Kumar, Assistant Professor, Department of Psychology, Lovely Professional University, (Punjab), India.
2Ajoy Batta, Associate Professor, Department of English, Lovely Professional University, (Punjab), India.
3Vijay Kumar, Associate Professor, Department of Education, Lovely Professional University, (Punjab), India.
4Parul Sharma, Research Scholar’s Department of Psychology, Lovely Professional University, (Punjab), India.
5Gonika Bhatia, Research Scholar’s Department of Psychology, Lovely Professional University, (Punjab), India.
6Vivek Bhuchar, Research Scholar’s Department of Psychology, Lovely Professional University, (Punjab), India.
Manuscript received on 04 May 2019 | Revised Manuscript received on 16 May 2019 | Manuscript Published on 23 May 2019 | PP: 472-475 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F10810476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Occupational stress is an important factor that affects both professional and personal life of an employee aversively. The nature of occupational stress and factors that mitigate its effects has been of interest of researchers across the globe. In this line, the prime objective of the current research is to examine the role of organisational commitment and hardiness personality in relation to occupational stress of primary school teachers. Total 100 teachers (66 females and 34 males) from five different schools participated in the current research from the tri-city area of Panchkula, Mohali and Chandigarh, India. Three psychological tools including Occupational Stress Index (Srivastava & Singh, 1984), Singh Psychological Hardiness Scale (Singh, 2008) and Organisational Commitment Scale (Dhar, Mishra & Srivastava, 2001) have been used to collect the data in this study. The results indicate no gender differences in all the three study variables with t ratios ranging from .42 to 1.23 all falling below the critical value of significance at .05 level. The results also suggest that occupational stress is significantly negatively related with organisational commitment are (r = -.26, p <.01) and personality hardiness (r = -.45, p < .001). Further, organisational commitment significantly bring variance in (r2 = .07, p < .01) occupational stress. However, the Hierarchical Multiple Regression analysis results confirm that both hardiness personality and organisational commitment are stronger predictor of occupational stress when combined together (r2 = .24, p < .01) than taken separately. The results provide the insight that people with hardiness personality and high job commitment can effectively handle their occupational stress.
Keywords: Job Commitment, Hardiness Personality, Occupational Stress, School Teachers.
Scope of the Article: Social Sciences