A Comparative Study of Government and Private School Environments to Examine Teacher Resilience in the Face of Role Ambiguity and Role Conflict

Abstract: This research explores the nuanced dynamics of role ambiguity and role conflict among teachers in government and private schools through a comprehensive comparative analysis. Drawing insights from 304 participants in the Bihar Southwest region, the study reveals that both sectors experience a moderate level of role ambiguity, with private school teachers facing slightly elevated challenges. Similarly, a moderate level of role conflict is noted in both government and private schools, with a marginally reduced conflict perception among private school teachers. The correlation analysis unveils intricate interconnections between specific dimensions of role ambiguity and role conflict, offering valuable insights into the complex relationships within the teaching profession. These findings underscore the need for targeted interventions to clarify role expectations, particularly in private schools, and provide a basis for further exploration into the factors contributing to these perceptions. Ultimately, the study contributes to a deeper understanding of organizational stressors in education, emphasizing the importance of addressing role-related challenges for teacher well-being educational effectiveness.