Gender Differences in Happiness, Work-Family Conflict, and Occupational Stress Among School Teachers

Abstract

The present study examines gender differences in happiness, work-family conflict, and occupational stress among higher secondary school teachers. A sample of 100 teachers (50 male, 50 female) from Gondia city was selected using a non-probability purposive sampling method. Standardized psychological scales, including the Happiness Scale (HS–RHMJ, 2017), Work-Family Conflict Scale (WFCS, 2000), and Occupational Stress Inventory – Revised Edition (OSI-R, 1998), were utilized to measure these variables. Data were analyzed using an independent-samples t-test to determine significant gender-based differences. The results revealed that male teachers reported significantly higher levels of happiness (M = 269.36, SD = 4.67) than female teachers (M = 261.45, SD = 4.29, t(98) = 8.82, p < 0.01). In contrast, female teachers exhibited greater work-family conflict (M = 63.45, SD = 5.43) compared to males (M = 56.78, SD = 4.04, t(98) = 6.96, p < 0.01). Similarly, occupational stress was higher among female teachers (M = 435.67, SD = 6.10) than their male counterparts (M = 424.82, SD = 6.88, t(98) = 8.34, p < 0.01). These findings suggest that gender plays a crucial role in shaping occupational experiences, with female teachers facing greater challenges in work-life balance and job-related stress. The study underscores the need for gender-sensitive policies, workplace flexibility, and stress management interventions to improve teacher well-being.