Objectives of the study: 1. To develop professional commitment scale for primary school teachers. 2. To know the level of job satisfaction, occupational stress and professional commitment of primary school teachers in tribal areas. 3. To study the relationship between occupational stress and professional commitment in primary school teachers in tribal areas. 4. To study the relationship between job satisfaction and professional commitment in primary school teachers in tribal areas. 5. To study the relationship between job satisfaction and occupational stress in primary school teachers in tribal areas. 6. To study main and interactional effects of professional commitment on occupational stress among primary school teachers in relation to the following background factors: i. Sex ii. Marital status iii. Teaching Experience iv. Service in tribal area v. Family size vi. Socio-Economic Status 7. To study main and interactional effects of professional commitment on  Job satisfaction among primary school teachers in relation to the above background factors.

The sample of 400 primary school teachers has been appropriately drawn through random sampling from Kandhamal, Bolangir, Sambalpur, and Koraput districts of Orissa. 

The three tools for measuring Occupational Stress , Job Satisfaction and SES have been selected and the tool for measuring Professional Commitment of the Teachers has been constructed by the investigator.

Mean, median, percentiles( p33 and p66), and SD have been computed to know the nature of the data and for further analysis and interpretation skewness and kurtosis, correlation and ANOVA techniques have been suitably used.  
 

Findings of the Study:  1) The primary school teachers in the tribal area have been found to have average level of job satisfaction, moderate to high level of occupational stress and are highly committed to their profession. 2) The highly professionally committed teachers have been found to exhibit high degree of job- satisfaction. 3) There is significant three-factor interaction of sex, marital status, and  professional commitment on teacher’s job satisfaction. 4) Other main effects, such as, sex and marital status and interactional effects, that is, sex and marital status, sex and professional commitment , marital status and professional commitment have not been found to exhibit significant difference on job satisfaction of teachers. 5) The high professionally committed teachers have high occupational stress as compared to low professionally committed teachers. 6) There exists significant three factor interactional effect of sex, marital status, and professional commitment on occupational stress of the teachers. 7)  Other main effects, such as, sex and marital status and interactional effects, that is, sex and professional commitment, marital status and sex, marital status and professional commitment do not exhibit significant difference on occupational stress of teachers. 8) Those teachers who have served for a long time in tribal area have low job satisfaction than the teachers who have served for short period. 9) Highly professionally committed teachers have been found to have higher job satisfaction. 10) There is significant difference in job satisfaction of teachers in three factor interaction, that is, teaching experience, service in tribal area and professional commitment. 11) Other main effects, such as, teaching experience, and two factor interactional effects, that is, teaching experience and professional commitment, service in tribal areas and professional commitment, teaching experience and service in tribal area do not exhibit significant difference on job satisfaction of teachers. 12) Teachers having more teaching experience have been found to exhibit low occupational stress. 13) Teachers of long service in tribal area experience low occupational stress as compared to the teachers of  short service in tribal area. 14) There is significant two factor interaction of teaching experience and service in tribal area on teacher’s occupational stress. 15) There exists three factor significant interaction of teaching experience, service in tribal area and professional commitment on teacher’s occupational stress. 16) Other main effects, that is, professional commitment and interaction effects, such as, teaching experience and professional commitment, service in tribal area and professional commitment do not exhibit significant difference on occupational stress of teachers. 17) High professionally committed teachers have been found to have high job satisfaction. 18) Other main effects, that is, SES, family size and two factor interactional effects do not exhibit significant differences on job satisfaction of teachers. 19) High professionally committed teachers exhibit high occupational stress. 20) Other main effects, that is, SES, family size, and two factor interactional effects do not exhibit significant differences on occupational stress of teachers. 21) Intrinsic aspect of job satisfaction has: (i) average, positive but significant relation with intrinsic impoverishment and strenuous working condition dimensions of occupational stress; (ii) has positive, low but significant relation with role overload, role ambiguity, role conflict, under participation, powerlessness, poor peer relations and low status dimensions of  occupational stress;(iii) has positive, negligible significant correlation with unreasonable groups and political pressure, unprofitable dimensions of occupational stress. 22) Salary, promotional avenues and service conditions dimensions of job satisfaction has (i) positive, very high and significant correlation with role conflict; (ii) has positive, low but significant relation with role overload, unreasonable group and political pressure, responsibility for petrsons, intrinsic impoverishment, low status, strenuous working conditions and unprofitable dimensions of occupational stress; (iii) has positive, negligible but significant correlation with role ambiguity dimension of occupational stress. 24) Physical facilities dimensions of job satisfaction have (i) positive, average and significant correlation with intrinsic impoverishment dimension of occupational stress, (ii) has positive, low and significant relation with poor peer relations, low status, and strenuous working conditions dimensions of occupational stress; (iii) has positive, negligible, but significant relation with role overload, role ambiguity, unreasonable groups and political pressure, under participation and unprofitable dimensions of occupational stress. 25) Institutional Plans and Policies dimensions of job satisfaction have : (i) positive, average and significant correlation with role ambiguity, role conflict; unreasonable group and political pressure, poor peer relations, intrinsic impoverishment, low status, strenuous working conditions dimensions of occupational stress; (ii) has positive, low but significant relation with role overload, role ambiguity, role conflict, under participation, powerlessness, poor peer relations and low status dimensions of  occupational stress;(iii) has positive, negligible significant correlation with role overload, under participation, powerlessness dimensions of occupational stress; (iii) has positive, negligible but significant  correlation with responsibility for persons and un-profitability dimensions of occupation stress. 26) Satisfaction with authorities  dimensions of job satisfaction has : (i) positive, low but significant correlation with role conflict, role overload, role ambiguity, role conflict, unreasonable group and political pressure, under participation, powerlessness, poor peer relations and intrinsic impoverishment  and low status dimensions of occupational stress; (ii) has positive average and significant relation with strenuous working condition dimensions of occupational stress. 27) Similarly the study has very analytically reported the findings with respect to satisfaction with social status and welfare, rapport with students dimension of job satisfaction, and relationship with workers dimension of job satisfaction. Also, the study has reported the findings of correlation between, professional commitment and dimensions of occupational stress, professional commitment and dimensions of job satisfaction, and professional commitment and dimensions of occupational stress, and correlation among occupational stress, job satisfaction and professional commitment.

Further Questions arising: 1. How to increase the professional commitment and job satisfaction? 2. How to come out of the occupational stress? 3. How is it that the teachers who serve for long time in tribal area have low job satisfaction? 4. How is it that the occupational stress is inversely proportional to the teaching experience? 5. How is it that the rapport with students dimension of job satisfaction has positive, low but significant correlation with role overload? 6. To what extent the teachers can have control on the background factors considered by the investigator? 7. Express the advisory functions of this study. 8. Is every teacher professionally committed? Substantiate your stand.