Employment Status, Stress and Psychological Well-Being among Senior College Teachers: A Comparative Study

Abstract

The present investigation examined whether employment status is associated with psychological well-being and perceived stress among senior college teachers. A comparative quantitative design was adopted. The sample comprised 80 teachers from Arts, Commerce, and Science colleges in Beed city, including 40 clock-hour basis (CHB) teachers and 40 permanent teachers. Participants were selected through purposive sampling. Psychological well-being was assessed with the Psychological Well-Being Scale developed by Sisodia and Choudhary, while stress was measured with the Social Readjustment Rating Scale by Holmes and Rahe. The data were analyzed using descriptive statistics and independent-samples t tests. Results revealed that permanent teachers obtained higher total psychological well-being scores than CHB teachers. They also scored higher on satisfaction, efficiency and interpersonal relations. In contrast, CHB teachers reported significantly higher stress than permanent teachers. The findings indicate that job stability may contribute to better psychological functioning, whereas temporary employment conditions may increase stress among college teachers.