A Study on Occupational Stress among Teachers Teaching Students with Different Intellectual Capacities
Abstract: Teaching is a demanding profession that requires educators to manage curriculum delivery, classroom behaviour, assessment, administrative duties and the diverse learning needs of students. When a classroom includes students with different intellectual capacities, teachers may need to adapt explanations, learning materials, activities and assessment strategies while ensuring that every student receives appropriate support. These responsibilities can contribute to occupational stress, particularly when time, resources, training or institutional support are limited. The present study focuses on occupational stress among teachers teaching students with different intellectual capacities. A descriptive, questionnaire-based approach is proposed, with data collected through a Google Forms questionnaire shared voluntarily with school teachers. The questionnaire covers classroom diversity, workload and time management, emotional and psychological stress, classroom management, and institutional support. The study seeks to understand the stressors teachers experience and the coping and support mechanisms they consider helpful. The findings section in this draft provides a framework for reporting responses and must be completed or checked against the actual Google Forms data before submission. The study may help identify practical measures to promote teacher well-being and inclusive classroom practices.
Keywords: Occupational stress; teachers; intellectual capacities; classroom diversity; workload; classroom management; coping strategies; institutional support; teacher well-being; inclusive education
How to Cite?: Haritha Ramachandran K, "A Study on Occupational Stress among Teachers Teaching Students with Different Intellectual Capacities", Volume 15 Issue 10, October 2026, International Journal of Science and Research (IJSR), Pages: 1989-1991, https://www.ijsr.net/getabstract.php?paperid=SR261028193005, DOI: https://dx.doi.org/10.21275/SR261028193005