Advanced International Journal for Research

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Volume 7 Issue 4
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Stress on Teachers and Its Impact on Core Teaching Duties, Course Completion, Pedagogical Practices and School Management in Odisha

Author(s) Mr. Yudhistira Das
Country India
Abstract Teachers play a crucial role in ensuring quality education by effectively performing instructional, pedagogical, and institutional responsibilities. However, increasing administrative workload, non-teaching assignments, documentation, digital reporting, and institutional accountability have considerably increased occupational stress among teachers, affecting their professional performance. The present study examines the impact of teacher stress on core teaching duties, course completion, pedagogical practices, and school management in Odisha using secondary data collected from government reports, policy documents, educational surveys, and published research during 2017–2025. The study adopts a descriptive and analytical research design to examine the relationship between occupational stress and teachers' professional responsibilities. The findings reveal that excessive workload and administrative obligations significantly reduce the time available for lesson planning, classroom instruction, student mentoring, and innovative teaching practices. Teacher stress contributes to delayed course completion, reduced use of learner-centred pedagogy, and weaker participation in school management. These challenges are more evident in resource-constrained government schools due to staff shortages and increasing administrative responsibilities. The study highlights the need to reduce non-teaching workload, strengthen institutional support, and improve teachers' working conditions to enhance teaching effectiveness and the overall quality of secondary education in Odisha.
Keywords Teacher stress, occupational stress, teaching effectiveness, core teaching duties, course completion, pedagogical practices, school management, Odisha
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-07-09
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E-ISSN 3048-7641
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