Occupational Stress & Job Dissatisfaction of Physical Education Teachers: Obstructing in Making Sports Laurels

Chetan Kumar P.E.T., DPS International Saket, New Delhi, India & Coordinator, Delhi-NCR Play India Play (Trust)

Awadhesh Kr. Shirotriya Co-Founder & Secretary Play India Play (Trust)

Raghav Jaiswal Sports Officer , ILVA College, Indore (MP) India & Member, Play India Play (Trust)

Recommended Citation of this Article: - Kumar, C., Shirotriya, A.K., & Kumar, R. (2013). Occupational Stress & Job Dissatisfaction of Physical Education Teachers: Obstructing in Making Sports Laurels. Journal of Physical Education and Yoga. 4 (1), pp.15-17.

ABSTRACT Physical Education Teachers (PETs) are also subject teachers. They should be qualified in their subject (P.E. & Sports Sciences) and should also be able to demonstrate the same kind of sportsmanship that they expect their students to imbibe. Job satisfaction and job stress are the two burning variables in human resource management researches. PETs job satisfaction and stress can have both economic and personal implications as it can lead to stress-related employee absenteeism, burnout and a negative impact on pupil outcomes. Occupational stress and Job satisfaction both indicate PETs appraisal towards the school and their work. Regular check up of PETs occupational stress and job satisfaction are very essential to the continuing growth of Indian contingent rank in Next Olympic. Key Words: Physical Education Teachers; Occupational Stress; Job Satisfaction; School

Address for Correspondence: A.K. Shirotriya, Shrotriya Kunj 144, Civil Lines Opposite Commissioner Residence Meerut (UP) 250001. Landline: 0121-2670029; Mobile:-+91-98972-89144,+91-9027036144;Email:aks144@gmail.com; Website:www.playindiaplay.org

FULL ARTICLE Indian Education Commission (1966) describes teacher as one of the most important factors contributing to the national development. He is the pivot around which all the educational programs, such as curriculum, syllabus, textbooks, evaluation, etc., rotate. The best system of education may fail to achieve the desire ends in the absence of sincere, competent and professionally aware teachers. National Policy on Education (1986) rightly states No people can rise above the level of its teachers. As a person imbibes, interprets and disseminates the relevant items of culture and traditions of the past, he creates new knowledge, promotes innovations, critically appraises the past and its traditions and cultures, sifts the grain from the chaffe, strengthens social and economic fabrics of the nation. Education is basically the influence which the teacher exerts on the students entrusted to his care. Effective teachers are required in the classroom because even the best curriculum and most perfect syllabus remain ineffective in the absence of a good teacher. Physical Education is a noble profession which has a very wide scope and all potentials to build the wholesome personality of the students. A sound program of Physical Education in the school has a long lasting effect on the students and on their academic achievements as well. In the 21st century, Physical Education is not physical training itself or simply body building or mass drill or pertaining to physical fitness alone. It has emerged as a multi-dimensional discipline. Physical Education has a special significance unique role and has made unlimited contribution in the modern age as it caters to the biological, sociological and psychological necessities of the man. Physical Education and sport are an important part of the tradition and cultural heritage of every country. The needs related to promoting and creating conditions for undertaking physical activity by the elderly and people of advanced age constitute medical, economic and social challenges of recent years and foreseeable future. Not only do people want to live longer, but they also want to maintain independence and high quality of life. Despite the fact that many years ago (1978) UNESCO identified Physical Education as one of the basic human rights, in some countries Physical Education is under challenge.

Occupational Stress:Occupational stress can be defined as the "Harmful physical and emotional responses that occur when the requirements of the job do not match the capabilities, resources or need of the worker" (Sauter & Murphy. 1999). Occupational Stress is stress involving work. Occupational stress occurs when there is a discrepancy between the demands of the environment/workplace and an individuals ability to carry out and complete these demands. One of the main causes of occupational stress is work overload. Job Satisfaction:Job satisfaction is the degree to which people like their jobs. Some people enjoy work and find it to be an integral part of their life. Others hate to work and do so only because they must. Job satisfaction is directly related to job performance, attitude, motivation and morale. Job dissatisfaction was predicted by lack of career opportunities, poor organizational climate and morale and lack of autonomy at work, together with some domestic stressors (e.g., family health). It is shown that many factors related to teachers job satisfaction such as: higher motivation and ego strengths of teachers, promotions, work tasks, personality characteristics self-perceived fatigue and career opportunities. These factors can increase the ability to cope with stressful conditions. The number of higher secondary schools in India has increased tremendously since past few years. Due to the increasing number of Higher Secondary School of India, School academic staff may face more problems in their job as the managements are facing competitive pressure from other schools. Almost every school is now setting new goal to compete with other Schools and the academic teachers are involving with the ultimate goal. Physical Education Teachers (PETs):Physical Education Teachers (PETs) are also subject teachers. They should be qualified in their subject (P.E. & Sports Sciences) and should also be able to demonstrate the same kind of sportsmanship that they expect their students to imbibe. The PETs should be as enterprising as the other subject teachers in having a number of activities up his sleeve.

A Physical Education Teachers (PETs) requires a greater variety of talents than any other teaching area. Their responsibilities are diverse and the society looks up to them as a leader who can create and maintain general fitness of the sedentary students on one hand and help produce sports persons at grass root level, on the other. The PETs makes a very positive contribution in the physical development of the child. Therefore, the body language of the PETs must also be positive, encouraging and confident. A PETs roughs it out with the students, but that shouldnt stop him or her from smiling and being friendly! Those who have been encouraged in sports are the ones who continue to exercise or take up a game at a later stage in life. It is these students who also take active part in sports and go on to win laurels for the country. PETs have a tremendous responsibility they are the ones who will make sure that the country has healthy future citizens. With a huge population like ours, we could have many more Olympic gold medalists once our P.E. classes become more motivating and less daunting, and our schools also understand what a pivotal role these teachers play in shaping the child, but many schools relegated their PETs to maintain the discipline of the school rather than promote sports culture in any schools. Just because of this situation PETs face plenty of occupational stress and this affect PETs job satisfaction and even their physical and mental health. There are problems with Physical Education Teachers ( PETs) having too many classes to teach in a week/day and teaching overcrowded and very large classes is difficult especially at the secondary level with 50-60 students in the same class. Sometimes there is a lack of respect from others about the profession of Physical Education .PETs constantly have to educate others about the New concept of Physical Education which is developmentally and instructionally appropriate. Now this profession is not confined to teach games and sports on the playfields alone but is very strongly academic as well. Shirotriya & Quraishi (2013) observed Job work load, job work ambiguity, job work conflict, job work pressure, under job work participation, powerlessness, work job peer relations, intrinsic impoverishment, job work support, strenuous job work conditions, on job recognition, infrastructure and equipments, on job development opportunities, prevailing misconceptions regarding Physical Education to be the major causes of occupational stress for Physical Education Teachers.

Recommendations:To produce more and more sports laurels by the Physical Education Teachers (PETs) the higher ups need to work on following recommendations: 1. The quality of Physical Education depends mainly on the level of qualifications and the knowledge, skills, and abilities of Physical Education teachers. Special attention should be paid to the preparation of teachers charged with carrying out Physical Education classes in kindergarten and primary schools. 2. It is necessary to guarantee a proper place for Physical Education in school curricula and provide children and teenagers with wider access to sports equipment and facilities outside of school. In this way, governments and local communities can demonstrate their understanding for the need for Physical Education and health and emphasize the educational role of frequent participation in physical activity in and outside of the school setting. 3. Stress affects the efficiency of the individual. So, there is a need to provide proper conducive environment and support to PETs to cope up with individual stress at their workplace. 4. PETs should be positive in facing their challenges, which will help them in improving their functional skills and reduce stress, so that their profession is not affected. 5. Almost all the PETs are stressed out due to occupational demands, probable reasons of this could be extended duty hours undefined responsibility, limited promotional avenue and unsatisfactory benefits. It is recommend in this concern that policy maker. Authority concerned must formulate policies and SOPs to address the above mentioned issues. 6. Counseling, consultancy and interactive sessions to understand PETs problems related to occupational stress and job dissatisfaction, whether personal or professional should be regularly held. 7. There should be clear cut assigned fix duty hours for PETs so that they can expose their talent. 8. The work environment could be made more cordial by strengthening the interpersonal relationships between PETs and other subject teachers by providing encouragement in the form of timely rewards and reinforcements. 9. Every PETs should be valued and have a chance to speak by the higher ups.

10. Principals need to be active in offering support to staff members in the variety of ways that this can be done, such as showing genuine concern for the wellbeing of individuals, valuing staff members and their contributions, showing appreciation and readily recognizing good work. 11. Most importantly, it is recommended that higher ups should investigate the causes for stress and evaluate the organizational climate of the school. They should also suggest ways, like workshops and seminars to alleviate and cope with stress.

Job satisfaction and job stress are the two burning variables in human resource management researches. Teacher job satisfaction and stress can have both economic and personal implications as it can lead to stress-related employee absenteeism, burnout and a negative impact on pupil outcomes. Occupational stress and Job satisfaction both indicate PETs appraisal towards the school and their work. Thus, regular check up of PETs occupational stress and job satisfaction are very essential to t he continuing growth of Indian contingent rank in Next Olympic. Reference:1. Aftab, M., & Khatoon,T. (2012) . Demographic Differences and Occupational Stress of Secondary School Teachers. European Scientific Journal, 8 (5). 2. Alay, S., & Koak, S. (1999). A Study of Stress Sources, Symptoms and Strategies of Physical Educators in Elementary Schools. Hacettepe University Journal of Education, 16 (17), pp. 11-14. 3. Kayastha, D. P., & Kayastha, R. (2012). A Study of Occupational Stress on Job Satisfaction among Teachers with particular Reference to Corporate, Higher Secondary School of Nepal: Empirical Study. Asian Journal of Management Sciences and Education, 1 (2), pp.52-56. 4. Kumar, C., & Yadav, S. (2013). Assessment of Occupational Stress, Job Satisfaction and Mental Health among Physical Education Teachers working in Public Schools and Government schools at Delhi and NCR. Unpublished PhD Thesis, Shri Venkateshwara University Gajraula, J.P. Nagar (U.P.) 5. Manthei, R., & Gilmore, A. (1996). Teacher Stress in Intermediate Schools. Educational Research, 38 (1), pp. 3-19. 6. Shirotriya, A.K., & Quraishi, M.I. (2013). Construction & Development of Questionnaire on Occupational Stress of the Physical Education Teachers Working in Public Schools at Delhi and NCR. Unpublished PhD Thesis, DAVV, Indore (MP). 7. Sridhar, M. (2010). Being an Effective P.E. Teacher. Article available at: http://www.teacherplus.org/ask-and-answer/being-an-effective-pe-teacher

8. Shirotriya, A.K., & Singh, D.K. (2012). Intervention on Occupational Stress and Frustration Tolerance of Physical Education Teachers Working in Public Schools at Delhi & NCR: Pilot Study. Research paper published in Seminar Proceedings, pp. 424-429. 9. Shirotriya, A.K. (2011). Defining the Role & Contribution of Physical Education and Physical Education Teachers towards the Society. Journal of Physical Education and Yoga, 2 (1), pp. 130135. 10. Yaman (2009). Job satisfaction levels of formative Physical Education Teachers. International Journal of Human Sciences, Vol. 6 (1).