Effect of stress among school teachers

Background: Teachers are increasingly experiencing occupational stress, which may affect their psychological functioning and general health. In recent years, this concern has grown particularly among private school teachers, who face continuous academic, emotional, and administrative pressures. Understanding the nature and extent of stress in this population is crucial for identifying associated mental health patterns and guiding relevant psychological assessment. Aim was to evaluate the level of stress among private school teachers and examine its correlation with general health, personality traits, depression, anxiety, and psychological well-being. It was a cross-sectional study conducted in private schools in Ghaziabad, India. Methods: The study included 375 full-time school teachers selected through purposive sampling. Standardized psychological tools used were the general health questionnaire (GHQ-12), Eysenck personality questionnaire (EPQ), depression anxiety stress scale (DASS-42), and Ryff psychological wellbeing scale. Data analysis was performed using SPSS-23. Descriptive statistics (mean and standard deviation) and Pearson correlation coefficients were used to assess associations between general health, personality traits, psychological well-being, and psychopathologies. Results: Over 75% of teachers exhibited extremely severe levels of depression, anxiety, and stress. Approximately 67.6% showed moderate to severe general health concerns. High psychoticism (60.8%) and neuroticism (39.7%) scores were observed, with neuroticism significantly correlated with depression (r=0.160), anxiety (r=0.142), and stress (r=0.193), all at p<0.01. Only 32.8% of participants demonstrated high levels of psychological well-being. Conclusions: The study reveals a substantial presence of psychological distress among private school teachers and significant associations with specific personality dimensions. These findings underline the importance of continued psychological evaluation and consideration of personality patterns when addressing teacher well-being.