Background: Teachers are a high-priority group because they are role models for pupils and influential members of society. Teaching is a difficult and stressful career, and instructors experience stress when the demands of the circumstance surpass their abilities to deal with them. School teachers are consistently burden by excessive workload. They may feel burdened or intimidated, and as a result some teacher may resort to protests probably due to excessive stress. Coping as the behavioral and cognitive efforts a person uses to manage the demands of a stressful situation. Coping resources allow a person to deal with stresses more effectively, lessen the severity of symptoms, and recover from exposure more quickly. Life skills are important for the promotion of the health and well‑being of children and adolescents and to develop knowledge, positive attitude, and values to lead a healthy life in future. Objectives •To assess the level of stress and coping among school teachers •To evaluate the effectiveness of life skill training on stress and coping among school teachers •To associate the level of stress and coping with the selected demographic variables Materials and methods: Quasi experimental research design with one group pre-test and post-test was adopted. Sixty three school teachers were selected by using stratified cluster random sampling technique. The data was collected and pre-test data collection was done by using Perceived Stress Scale(r =0.937) and brief COPE Scale ( r =0.911 ) to interview method. 63 subjects were divided into two groups and life skill training was given for the duration of 45 min twice a week for 10 days and the post test was conducted. The data were analyzed in terms of both descriptive and inferential statistics by using paired t- test and Chi-square test. Results and discussion: The study showed that the post-test level of stress of teachers mean score (10.78) are significantly less than the pre-test level of stress (mean score (18.1). And the post-test level of coping mean scores (63.78) are significantly less than the pre-test level of coping mean scores (59.17) by using paired t - test (4.272). This study reveals that life skill training has highly statistical significance in reduction of stress and coping among teachers at P-value <0.001. Conclusion: Thus, this study proves that Life skill training was effective in reduction of stress and coping among teachers.
IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.
