The Study on Job Related Stress of the Senior Secondary Teachers

Abstract

This study investigates the job-related stress among 201 senior secondary teachers from private and international schools in the Colombo Educational Zone, Colombo District in Sri Lanka, recognizing the critical role of teachers in shaping student outcomes and the broader educational environment. This research was guided by the objective to identify the levels of job-related stress experienced by teachers. A quantitative approach was employed, combining quantitative survey data analyzed through descriptive statistics, ANOVA, one-sample t-test, and regression with qualitative insights driven from unstructured interviews and thematic analysis. Findings revealed that the majority of teachers experienced moderate stress, with a significant proportion reporting high stress levels. Yet, factors related to relaxation, energy, and emotional balance were notably weaker. It suggests that stress destroys the strength of a person even when professional commitment continues. Qualitative themes reinforced these results by illustrating how stress affects teachers’ personal life. It also highlights protective factors such as administrative support and professional flexibility. The study concludes that job-related stress is both statistically measurable and experientially evident in teachers’ lives. Finally, it is recommended that schools provide teachers with further independence in their jobs and implement stress reduction initiatives. Counseling services should be made available, workload should be balanced, and teachers’ accomplishments should be acknowledged. Additionally, peer support networks must be reinforced, and regular monitoring must be carried out. These findings show that systematic action at the school level is urgently needed to protect teachers.