Occupational Stress Dimensions and Teacher Self-Efficacy as Predictors of Job Satisfaction among School Teachers in Bankura District

The present study investigated the predictive role of occupational stress and teacher sense of efficacy on job satisfaction among school teachers using stepwise multiple regression analysis. Separate regression models were developed for the total sample and for male and female teachers. For the total sample, Professional Distress, Student Engagement, Cardiovascular Manifestation, and Instructional Strategies emerged as significant predictors, jointly explaining 8% of the variance in job satisfaction (R² = 0.08, p<0.001). Professional Distress and Cardiovascular Manifestation negatively predicted job satisfaction, whereas Student Engagement and Instructional Strategies had significant positive effects, with Cardiovascular Manifestation and Student Engagement emerging as the strongest negative and positive predictors, respectively. Gender-wise analyses revealed distinct predictive patterns. Among male teachers, only Cardiovascular Manifestation significantly predicted job satisfaction (R² = 0.02, p = 0.017), indicating that physiological manifestations of occupational stress were the principal determinant of their job satisfaction. In contrast, the regression model for female teachers explained 33% of the variance in job satisfaction (R² = 0.33, p<0.001). Seven variables—Professional Distress, Student Engagement, Cardiovascular Manifestation, Classroom Management, Instructional Strategies, Discipline and Motivation, and Professional Investment—significantly predicted job satisfaction. Professional Distress, Cardiovascular Manifestation, and Discipline and Motivation exerted negative effects, whereas Student Engagement, Classroom Management, Instructional Strategies, and Professional Investment contributed positively. Overall, the findings indicate that occupational stress and teacher efficacy are significant determinants of teachers' job satisfaction, with considerably stronger predictive power among female teachers, emphasising the need for stress reduction initiatives and professional development programmes to enhance teachers’ well-being and job satisfaction

Occupational Stress; Teacher Sense of Efficacy; Job Satisfaction; School Teachers; Multiple Regression Analysis

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