Exploring the Role of Professional Development in Enhancing Teacher Well-being and Reducing Occupational Stress in Post-Pandemic Indian Schools
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Abstract
The COVID-19 pandemic has profoundly impacted the education system, placing unprecedented psychological and professional demands on teachers. In India, pre-primary and primary school teachers faced significant challenges, including rapid digital adaptation, increased workload, and emotional strain associated with remote teaching and student engagement. These changes have heightened concerns about teacher well-being and occupational stress.
This study explores the role of professional development (PD) in enhancing teacher well-being and reducing occupational stress in post-pandemic Indian schools. Using a mixed-method research design, data were collected from 240 teachers across urban, semi-urban, and rural schools through structured questionnaires, interviews, and focus group discussions.
The study examines key dimensions of well-being, including emotional resilience, job satisfaction, work-life balance, and mental health, alongside stress indicators such as workload pressure, technological challenges, and institutional expectations. Findings indicate that targeted professional development programs focusing on emotional support, stress management, and pedagogical adaptation significantly improve teacher well-being and reduce stress levels.
However, disparities exist due to differences in institutional support, access to resources, and training quality. The study highlights the need for holistic and continuous professional development frameworks that integrate psychological well-being with skill enhancement.
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