ACADEMIC STRESS AND WELL BEING

AMONG D.EL.ED TRAINEES OF

UTTAR PRADESH

A Synopsis for the

DOCTOR OF PHILOSOPHY

Submitted by
Yeesh Mahan Shukla
Registration Number: PHD202300001745
Department/Research: ANDNNMM College,Kanpur

Research Supervisor
Dr. Priyanka Singh
Assistant Professor
Physical Education and Sports
ANDNNMM College, Kanpur

Chatrapati Shahu Ji Maharaj University

Kanpur

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 Table of Contents
Chapter-I Page No.

Introduction 1-12
Need, Justification and Rational of the Study
Statement of the Problems
Research Question
Objective of the study
Limitation
Delimitation
Definition and explanation of the terms
Significance of the study

Chapter-II

Review of Related Literature 13-15

Chapter-III

Methodology 16-20
Approach of Research
Type of Research
Variable of the study
Design of the Study
Population
Sample and Sampling Procedure
Tools for Data Collection
Construction of Questionnaire
Initial Writing
Trial Run
Rewriting
Collection of Data
Treatment of Data
Discussion
Bibliography 21-22

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 Chapter-1

INTRODUCTION
Need, Justification and Rational of the Study

Education is a dynamic journey to unleash the innate potential within individuals.

Quality education is of paramount importance in promoting human knowledge and
empowerment, contributing to an improved quality of life. It serves as the foundation stone
for promoting national welfare, development, prosperity and upliftment of the society.
Education is the cornerstone of human resources, which makes it the most important
component. As a result, every community aspires to effectively exploit individual talents. Our
collective goal is to optimize the potential of our youth while ensuring maximum
achievements with minimum resources. our collective goal is to optimize the potential of our
youth while ensuring maximum achievements with minimum resources. By dedicating efforts
to empowering and training the younger generation, we aim to enable them to utilize the
available resources efficiently.

The youthful student demographic has consistently faced challenges arising from
stressful circumstances, particularly in the pursuit of advanced professional education within
a highly competitive setting (World Health Organization, 1994). According to Jillian
Aramowicz (2011), stress is a ubiquitous aspect of college life experienced by all students.
On a daily basis, individuals encounter a multitude of issues, spanning academics, athletics,
familial situations, and relationships. While college is often hailed as the best period of one's
life, the reality is unequivocal: it is not without its difficulties. Although stress can negatively
impact academic performance, students must navigate numerous hurdles to optimize their
scholastic achievements. Succeeding in college demands more than mere academic diligence;
stressors such as time management, financial concerns, and sleep deprivation, as well as
social activities, can potentially jeopardize a student's academic success. It's worth noting that
the challenges and circumstances faced by college students may vary from those encountered
by their non-student peers, as highlighted by the American College Health Association in
2006.

Stress among students

Every college student faces varying levels of stress due to the many changes and
developments experienced during this stage of life. The perception of a situation as stressful

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can vary between students and even within the same student at different times. Cognitive
appraisal plays an important role in this process, as students perceive an event as stressful
when its demands exceed their estimated ability to cope with the stress. Coping, as defined by
Lazarus and Folkman (1984), involves managing the demands of a perceived stressful event
or situation as well as the emotions associated with it. Ineffective coping strategies can put a
student at risk for academic dissatisfaction. Stress levels can range from mild to high, and can
have both positive and negative effects. It is important to distinguish between manageable
stress, which can be stimulating and promote preparation, caution, and accuracy, and
unbearable stress. While mild stress can be beneficial, high levels of stress are associated
with adverse effects on academic achievement, as noted by Marian et al. in 1990.

Silver et al. (1990) and Niemi et al. (1999), when excessive stress combines with
other mental factors, it can impair students' regular functioning and be harmful. This can
further increase mental complications and mental illness. As perceived by students, stress-
related factors can lead to reduced quality of life, leading to decreased self-esteem, decreased
self-confidence, reduced ability to deal with everyday challenges, and potentially impact
students' academic performance. It is possible

Academic stress

Various stresses have been placed on the broader research on interactions between
students or instructors, such as the large number of trainees with students or instructors,
consistency with peers, cultural connections with students or instructors (Fairbrothers &
Warne, 2003). Has been included. Academic stress includes factors such as students'
perception of the vast knowledge base required and the feeling of insufficient time to acquire
it (Carveth et al., 1996). Students consistently report experiencing academic stress during
specific periods of each semester, with the primary stress arising from test preparation, grade
competition, and the sheer amount of material to comprehend within a limited time frame
(Aboussery, 1994). As a result, stressors affecting students can be classified into categories
such as academic, financial, time-related, health-related, and self-imposed (Goodman, 1993).

Academic stress among graduates

Certain responsibilities that induce stress in graduate students include preliminary

exams and the doctoral dissertation. Academic institutions can be exceptionally mentally
taxing environments for anyone, but individuals engaged in advanced studies at the graduate

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level must be particularly vigilant about maintaining a balanced stress level. Excessive stress
can have detrimental effects on the physical, mental, and academic well-being of graduate
students. In the absence of proper comprehension and coping mechanisms, students may
experience reduced concentration, heightened anger, depression, and even health problems
induced by anxiety. All these factors collectively contribute to a decline in academic
performance. Numerous elements contribute to the stress experienced by graduate students,
with some of the principal contributing factors being:

Factors affecting academic stress

The issue of academic stress among college students encompasses various factors,
including an excess of assignments, ambiguous task instructions, and uncomfortable
classroom environments. Beyond academic requirements, the relationships with faculty
members and time constraints can also serve as sources of stress. Examinations emerge as a
significant stressor for students (Archer and Lamnin, 1985), leading to heightened stress
levels at predictable intervals during each semester. Factors contributing to this stress include
academic obligations, financial pressures, and deficiencies in time management skills (Misra
et al., 2000). Stress arises from the interplay between stressors and individuals' perceptions
and reactions to those stressors. According to Archer and Lamnin (1985), major sources of
academic stress for college students include test grades, competition, time demands,
professors, class environment, and concerns about future careers. The American College of
Health Association (2001) identified stress as the primary impediment to academic
performance. Students commonly report academic stressors such as examination grades,
competition, the vast amount of content to learn in a short period (Aboudrtir, 1994), and
excessive homework or unclear assignments (Kohn and Frzaz, 1986). Additionally, first-year
students often face stress in adapting to the social aspects of college life, forming a support
network, and navigating newfound social freedoms (Gerdes and Mallinckrodt, 1994). These
stressors can detrimentally impact students' learning capacity, academic output, and day-to-
day adjustment processes. Consequently, these stressors not only influence students'
academic performance but also pose threats to their physical and psychological well-being.

Well – Being

In our daily lives, we often use the terms happiness, well-being, and quality of life
interchangeably. However, their meanings tend to vary depending on the context and may
evolve over time. The term "well-being" specifically delves into the psychological and

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physical aspects of health. Generally, well-being is a measure of happiness, encompassing
our overall perspective on life and satisfaction with what is available to us. The key
contributors to the concept of well-being include hedonism, which posits that well-being
consists of pleasure or happiness, and eudemonism, rooted in the idea that well-being
involves fulfilling or realizing one's true nature (Ryan & Deci, 2001). This multidimensional
concept proves valuable in understanding various aspects of people's lives, encompassing
different circumstances and their emotional responses to situations (Parrot, 1993).

In recent years, there has been a surge in research on well-being, capturing the
attention of policymakers, researchers, and the media. Well-being and happiness have
become focal points for researchers, revealing that satisfaction doesn't solely stem from
income but encompasses various other factors. Well-being is described as the positive aspect
of our minds derived from good health and satisfaction in everyday life. Confidence and a
sense of control over one's destiny contribute to well-being, enabling individuals to thrive and
societies to grow in all dimensions. Ultimately, well-being equips people to be resilient in
adverse conditions.

Well-being, as defined by the World Health Organization (WHO), is categorized as

functional utility. According to WHO, “A state of well-being results in mental health that
allows a person to recognize their potential, be able to cope with the everyday stresses of life,
and be able to work.” effectively and fruitfully, and is capable of contributing to the
community" (WHO, 2011). Dodge, Huyton, and Sanders (2012) assert that the well-being of
an individual involves establishing equilibrium between the individual's pool of resources and
the threats faced. When faced with life challenges, the system of resources and challenges
becomes imbalanced, necessitating the use of reserves to overcome these challenges.

Western philosophers and religious leaders perceive well-being as a subjective matter,

placing greater importance on the materialistic aspects of life. In contrast, Indian saints and
philosophers highlight diverse characteristics such as love, wisdom, and nonattachment as the
fundamental elements of a fulfilled existence.

Definitions of Well-being

World Health Organization (1997) defined that an individual’s perception of their

position in life in the context of the culture and value systems in which they live and in
relation to their goals, expectations, standards and concerns. It is a broad concept that is

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influenced in complex ways by an individual's relationship with his/her physical health,
psychological state, personal beliefs, social relationships and characteristics. of their
environment.

Gupta (2001) defined Well-being can study human behaviour, attitudes, thoughts and
feelings as measured by Well-being scale. It included Social Well-being as measured by
Well-being Scale.

The meaning of Well-being is multidimensional. An overall feeling of Well-being

would not be achieved without balance among the following key factors:

 Physical factors:- This includes lifestyle choices that affect how our bodies work.
What we eat and how well we are active will affect our fitness.
 Emotional or psychological factors:- This is our ability to cope with everyday life
and reflect how we think and feel about ourselves.
 Societal factors:- This is the extent to which we feel a sense of belonging and
social integration. The way we interact with others, our relationships, values,
beliefs, lifestyles and traditions are all important elements of social well-being.
 Spiritual factors:- This is the ability to experience and integrate meaning and
purpose in life. Acquired through our internal connections, nature, or a higher
power.
 Intellectuality. It is important to acquire and maintain a healthy mindset as it helps
you expand your knowledge and skills for an enjoyable and successful life.
 Economic. In short, economically healthy is our ability to meet our basic needs
and to feel safe.

Well-Being in Indian Tradition

According to Indian mythology, Vedic and Upanishad period emphasized the

realization of “Nitya” that is eternal and “satya” which is permanent in nature. Sage and seer
in that period urged to desist “kshanika” (momentary) and “Mithya” which is untruthful in
nature. This principle was applied by all the sages to know the fundamental and ultimate truth
of universe which include every aspect of universe that is physical, biological, psychological,
moral, and ethical and so on. They explained “Atman” as satya and nitya and a way to escape

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all kinds of materialistic sufferings and pain of worldly events and to enjoy permanent bliss
(ananda) which is the characteristic of that state of realization. According to them With
Moksha, we cease to exist in painful cycle of physical birth and death. In a brief note, Indian
traditional perspective, on well-being delineate a an ideal state of human functioning and
label health and well-being as a state of mind, which free from frays and desires and is
peaceful, quiet and composed.

However, to shorten our description of well-being we can say it is ‘feeling good and
functioning well’. Well-being generally includes as agreed by researchers “the presence of
positive emotions and moods (e.g., contentment, happiness), the absence of negative
emotions (e.g., depression, anxiety), satisfaction with life, fulfilment and positive
functioning” (Schmuck, 2000).

Booth, et al. (2007) conceptualized Well-being in context of the military as “a broad

concept whose indicators include such measures as QOL, family adaptation, mental health,
martial satisfaction, physical health, financial well-being, and life satisfaction among others”.
Military spouses are axis of family on which the family and its well-being depend. All
stressor which may be weak or stronger are associated with the quality of one’s psychological
wellbeing. (Engelhard& van den Hout, 2007). It is well established in previous studies that
interpersonal relationships works as moderator to minimize the negative influence of stress
on psychological well-being in spouses of military and paramilitary personnel.

Well-being is of two types viz., hedonic and eudamonic well-being. Hedonic well-
being is also known as subjective well-being and is defined as decreased pain and increased
pleasure. It includes an individual‘s current feelings and emotional state. Positive feelings
include feelings of joy, pleasure, excitement and negative emotions include stress, anger,
guilt, sadness, etc. Eudamonic well-being revolves around an individual‘s satisfaction with
his life. It is more reflective of life experiences and actions. Concepts related to eudamonic
well-being are flourishing, growth, self-actualization etc. In short, hedonic well-being focuses
on subjectively determined positive mental states and eudamonic well-being focuses on
experiences that are objectively good for an individual.

Need for the study

Higher education, especially medical and engineering degrees, is considered stressful.

Studies suggest that high levels of stress and psychological morbidity occur in health care

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profession students (Omigbodun et al. 2006). According to Walsh et al. (2010); Tucker et al.
(2006); Sarid et al. (2004) students are subjected to different kinds of stressors such as the
academic demands and pressures, competition for good grades, social adjustment,
interpersonal and family problems, uncertainty of future, have to deal with a lack of free
time, a very stimulating university environment, exams, excessive work pressure and
financial issues. These stressors can affect student's learning capacity, academic output as
well as their day to day adjustment process. All these stressors not only affect the academic
performance of the students but also threaten their physical and psychological well-being.
According to a report available on the internet (Krishnaswamy, 2011); According to Chi
(2011) and newspapers (Alvi, 2012; Times of India, 2013), the number of suicides has
increased over the past few years. and depression cases have increased considerably in both
government and private medical and engineering colleges. A dearth of literature still exists as
to what factors are responsible for suicide and depression, low academic achievement,
dropout rates etc. therefore, research on academic stress and subjective wellbeing could give
an eye opener in identifying the causes of academic stress and examine subjective well-being
in Engineering and Medical colleges students‟ population. Thus, this study is intended
primarily as exploratory in nature, so that appropriate strategies to reduce academic stress and
enhancing well-being can be recommended for intervention program. Based on the above
observations following objectives and hypothesis were formulated for the study.

D.EL.ED (Diploma in Elementary Education):

The field of education constantly evolves to cater to the diverse needs of learners and
align with the changing educational paradigms. Co-curricular activities have gained
recognition as an integral component of modern education, contributing significantly to the
holistic development of students. This recognition extends to teacher education programs as
well, where the holistic development of future educators is of paramount importance. As a
core teacher education initiative, the Diploma in Elementary Education (D.EL.ED) program
plays an important role in developing aspiring educators. District Institutes of Education and
Training (DIETS) are the epicentres of teacher education, nurturing prospective teachers for
the elementary education sector. In the context of the scenic state of Uttar Pradesh, these
institutes stand as bastions of knowledge dissemination and skill enhancement. As co-
curricular activities gain prominence in the educational landscape, it becomes imperative to
explore how D.EL.ED trainees at DIETS in Uttar Pradesh perceive and engage with these
activities. D.EL.ED students' attitudes and views about extracurricular activities go beyond

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personal preferences. These insights can guide educators, curriculum planners, and
policymakers in tailoring teacher training programs to encompass a comprehensive skill set,
going beyond the traditional classroom teaching. By understanding how co-curricular
activities are perceived by D.EL.ED trainees, the education system can adapt to better equip
future educators with the skills and competencies necessary to create a holistic and enriching
learning environment for their students

D.EL.ED(Diploma in Elementary Education) earlier known as BTC (Basic Training

Certificate) .D.EL.ED which is also known as Diploma course in Elementary Education. The
Diploma in elementary education (D.EL.ED) is two year professional programme of teacher
education. The goal is to prepare teachers for the early stages of their education classes I to
VII. The aim of elementary education is to fulfil the basic learning of children in a inclusive
school environment bridging social and gender gaps with the active participation of the
community. D.EL.ED courses are designed to include not only classroom instruction but also
internships and practical training. This also includes teaching practices, child development
principles, and the teacher's role in student development.

The elementary teacher education program carries different nomenclatures such a

BTC (Basic Training Certificate), J.B.T. (Junior Basic Training), D.ED (Diploma in
education). From now on, the name of the program will be the same in all states and will be
called D.EL.ED (Diploma of Elementary Education).

In U.P., admission in D.EL.ED is based on merit basis by combined marks of 10th,

12th and Graduation marks in totality. Candidate has to apply Online. Diplomas, transcripts
and exams are conducted by the Prayag raj Examination Regulatory Authority, Government
of UP. At present, D.EL.ED course is offered by around 3,056 private colleges, 67
government-run district institutes of education and training (DIETs) and one College of
Teacher Education (CTE) in Varanasi in Uttar Pradesh.

Statement of the Problem

A study to be investigates academic stress and well-being among D.EL.ED trainees of

Uttar Pradesh.

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 Objective of the study

1. To survey (find out) the academic stress of D.EL.ED trainees of different (selected)
DIETs in Uttar Pradesh.

2. To survey well-being of D.EL.ED trainees of different DIETs in Uttar Pradesh.

3. To study the different aspects of well-being among D.EL.ED trainees.

4. To investigate the effect of academic stress and well-being among (on) D.EL.ED
trainees.

5. To examine the difference in academic stress among D.EL.ED trainees based on their
gender.

6. To examine the difference in well-being among D.EL.ED trainees based on their

gender.

Definition and Explanation of the Terms

Survey:

A survey is a method of collecting information from a number of people, known as

sampling, to learn about the larger population from which the sample is drawn. Although
survey is done in many forms which serves a variety of purpose. In order to meet the
objectives of survey, the results may be reliably projected on the larger public, from
which the sample is drawn.

Academic stress:
According to Bisht (1989), academic stress refers to the pressure associated with
academics that surpasses the available resources, whether internal or external, as
perceived by the student.

Well-Being:
WHO defines well-being as “a state of optimal health for individuals and groups,” which
is expressed as “a positive approach to life.”

Delimitations

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1. The study will be delimited to the randomly selected DIETs from different districts of
Uttar Pradesh.
2. The study will be further delimited to the randomly selected D.EL.Ed trainees form
different DIETs of Uttar Pradesh.

Limitation

The entire study will be based on the questionnaire method only. Any answer that is
not given by will or interest on the behalf of concerned institute either by a participants
might affect the result of the study may be considered as limitation of the study.

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 Chapter-2

Review of the related literature

In this chapter presented are the literatures, confining the studies which are
contributing towards the direction for present study.

Rana et. al (2019) investigated on stress, exploring its various sources, manifestations,
and the detrimental effects on the health and well-being of students. In the contemporary
academic landscape, students face heightened competition and pressures, leading to
significant stress levels. Stress, an inherent aspect of human life, manifests as emotional
imbalances triggered by diverse factors such as academic assessments, projects, competition
within chosen fields, and financial concerns related to education and future employment. The
impact of stress on individuals is nuanced, with outcomes influenced by factors such as stress
intensity, persistence, individual personality, cognitive appraisal, and available social support.
This review emphasizes the multifaceted consequences of stress on students, encompassing
academic, social, physical, and emotional dimensions.

Sai Shankar Pratap et al. (2013) reported that Academic work load long hours of
academic work performance in examinations competition for marks and frequency of
examinations were the leading academic sources of stress. The main causes of non-academic
stress among students were quality of food, lack of entertainment in educational institutions,
worries about the future, being away from home, and lack of time to relax.

Fazaila Sabih et al. (2013) study revealed that out of two hundred and three
respondents (88%) reported feeling stressed: 97(42%) students were mildly stressed, 92(40%)
were moderately stressed, and 14(6%) were severely stressed.

Garry Walter et al. (2013) study revealed that students rated study and examinations
(48.9%), financial concerns (38.1%), isolation (19.4%) and relationship concerns (19.2%) as
very or extremely stressful issues. Knowledge of available support services was high, with
90.8% indicating they were aware of the university's medical Centre. Treatment rates were
modest (31.7%). Students generally reported minimal worries about their mental well-being,
yet one out of every five strongly believed they had to hide their emotional issues.

Priti Solanky et al. (2013) results exposed that 3.12% of the students reported having
no stressor experience, 55.6% reported mild to moderate stressor experience and 41.2% with

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severe stressor experience. The primary stressors highlighted in this research include
heightened exam pressure, extensive syllabi, dissatisfaction with achieved grades, limited
time for review, and tendencies towards procrastination.

Reem Rachel Abraham et al. (2009) The sources of stress in students were identified
by asking them to respond to a questionnaire which had items categorized under academic
and non-academic problems. The research revealed that 37.3% of students experienced stress.
Among the stressors identified, regular examinations and excessive information intake were
determined to be the most significant contributors to academic stress.

Ongori & Agolla (2009) discovered that stress among students is attributable to
factors such as heavy academic demands, insufficient resources, diminished motivation,
academic underachievement, persistent poor performance, crowded lecture halls, and
uncertainty regarding post-graduation employment prospects. These findings are anticipated
to guide students, educators, career counselors, and university administrators in implementing
strategies to alleviate stress within the university environment. Furthermore, the findings are
expected to stimulate scholarly discussions regarding academic stress among students in
institutions of higher learning.

Diener et al. (2010) found that income influences life satisfaction, but less so affect.
Positive feelings such as enjoying life were more strongly predicted by “psychosocial
wealth,” factors such as social support and learning new things.

Bradburn (1969) believes that psychological well-being is highly related to the

emotional status of an individual. It refers how people evaluate their lives, these evaluations
in the form of cognition or in the form of effect. The cognitive part (evaluating information
about one's life) is where individuals consciously make evaluative judgments about their
satisfaction with life as a whole. The affective part is a hedonic evaluation guided by
emotions and feelings such as the frequency with which people experience pleasant
/unpleasant moods in reaction to their lives. The assumption behind this is that most of the
people internally evaluate their life as either good or bad enabling them to communicate their
judgments.

Argyle (1987) and Diener et al. (1999) identified six key variables that best predict
happiness and life satisfaction. These six variables are: positive self-esteem, sense of

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perceived control, extroversion, optimism, positive social relationships and a sense of
meaning and purpose to life.

Carr (2004) adds to these predictors of happiness; optimism, emotional intelligence,

giftedness, creativity and wisdom. He agrees on dimensions like, self -esteems that contribute
to resilience, like positive self-esteem and positive relationships to make up a comprehensive
presentation of the moderators of wellbeing.

Waterman (1993) points out that well-being is not so much a measure of a final
outcome or state, but rather a process of fulfillment or realization of true human nature and
achievement of human potential. From the eudemonic perspective, subjective reports of
people about feelings of happiness, presence of positive effects and life satisfaction founded
on the sum of current feelings at a specific time do not necessarily mean that they are
psychologically well or that they are socially well (Ryan & Deci, 2001).

According to Deiner (1984), Kahneman, Diener, and Schwarz (1999), the

psychological well-being is equal to the good life or satisfaction with life in a hedonic sense.
The concept of well-being finds its origin primarily in the hedonistic concept, by which well-
being is operationally defined by a high level of positive effects, a low level of negative
effects and high degree of life satisfaction. In research of subjective wellbeing, the primary
focus is on self-reporting by which global life satisfaction or happiness is assessed. Where
upon pleasure or the feeling of happiness of an individual is defined as the sum of current
feelings or state of favour, comfort or usefulness at a certain time, while subjective well-
being of an individual is often used as a synonym for happiness, so unfortunately an increase
in subjective well-being of an individual is often automatically wrongly interpreted as also an
increase in the feeling of happiness. The hedonistic concept of well-being is not the only way
of looking at well-being.

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 Chapter-3

Methodology

In this chapter the methodology or the approach to be followed, apply the constricted
questionnaire of academic Stress and Self-construction of questionnaire for well-being and
statistical technique to be used are presented.

Type of Research

The researcher feel an unique challenges faced by individuals pursuing D.EL.ED, a

crucial phase in their academic and professional development. Focusing on the nexus
between academic stress and overall well-being, the research employs a survey-based
methodology to gather comprehensive insights from D.EL.ED trainees across Uttar Pradesh.
By utilizing structured questionnaires, the survey aims to explore the varying dimensions of
academic stress, its impact on mental and emotional well-being, and the coping mechanisms
adopted by trainees. The findings of this research endeavour are expected to contribute
significantly to our understanding of the educational landscape and inform interventions that
can enhance the well-being of D.EL.ED trainees, thereby fostering a positive learning
environment in teacher education programs.(Evaluative research)

Variables of the Study

In a survey study on "Academic Stress and Well-being among D.EL.ED Trainees of Uttar
Pradesh," the variables to be considered may include:

1. Academic Stress
2. Well-being Dimensions
2.1 Physical Well-being
2.2 Mental Well-being
2.3 Emotional Well-being
2.4 Social Well-being
3. Demographic Variables

Design of the Study

The study will focusing on "Academic Stress and Well-being among D.EL.ED
Trainees of Uttar Pradesh" and utilizing a survey method with the collection of data through
questionnaires, falls under the category of a cross-sectional research design. In a cross-

16
sectional study, data is collected from participants at a single point in time or over a very
short period. The researcher will gather information from D.EL.ED trainees in Uttar Pradesh
during a specific period, aiming to understand the relationships between academic stress and
well-being at that particular moment. Cross-sectional studies are valuable for capturing a
snapshot of a population's characteristics and behaviour at a given point, making them
suitable for examining associations between variables in a specific context.

Population

Among the 67 District Institutes of Education and Training (DIETs), a randomly

selection will be made, targeting over 50% of the DIETs in Uttar Pradesh.

Sample and Sample Procedure

Out of 67 from each chosen DIET, purposively 20 male and 20 female D.EL.ED
trainees will be selected to participate in this study.

Tools for data collection

Researchers seek to explore the complex relationship between academic stress and overall
well-being among Diploma in Elementary Education (D.EL.ED) graduates in Uttar Pradesh.
Recognizing the key role of the D.EL.ED program in training future educators, this study
aims to explore various aspects of academic stress and its subsequent impact on students'
physical, mental, emotional and social well-being. do. Using a cross-sectional research
design, this study uses a carefully designed survey instrument to collect quantitative and
qualitative data from randomly selected D.EL.ED trainees from more than 50% District
Institutes of Education and Training (DIET). Uttar Pradesh. . The survey explores the unique
stressors trainees face, including course load, time pressure, exam stress and challenges
associated with teaching practice. When completing the questionnaire, consider the following
procedures:

The steps are as follows:

Questionnaire

Before preparing the questionnaire, the research scholar will go through the literature
related to the present study and will follow all the necessary steps to construct the

17
questionnaire. Help will also be taken from central library of different institutions where
related literature for questionnaire may be available. The questionnaire will be prepared
keeping in view the various aspects of academic stress and well- being. The questionnaire
will also be arranged in a logical order where each statement will be recorded clearly to
enable institutions to understand and answer those statements without difficulty. Great care
will be taken to frame each statement in précised manner without ambiguity.

In depth study will be taken to list down the requirement of academic stress and well-
being among D.EL.ED trainees of different DIETs of Uttar Pradesh before finalizing the
questionnaire for present study.

Construction of the Questionnaire

The questionnaire will be framed and constructed after the consultation with qualified
and experienced faculty of physical education. Ut most care and seriousness will be
employed in the construction of questionnaire. Taking into consideration the maximum
coverage of the area that will be surveyed, great attention will be paid to all relevant aspects
of the study, so as to get maximum worthwhile and meaningful responses from the subjects.

Further the construction and the arrangement of the questions will be made in logical
way so that sequence in the response statements would be readily available in an orderly
manner. Attempts will also be made to keep the questions simple, clear and relevant leaving
no room for ambiguity or vagueness.

The following steps will be considered and followed in the construction of

questionnaire.

Initial Writing

In the first attempt various questions, which will require either ‘Yes’ or ‘No’
responses will be formulated. Afterwards these questions may be changed as per the
guidelines and experts opinion from time to time. All the selected questions which will be
recommended by the experts will be placed in the questionnaire.

Trial Run

After formulation of the questionnaire to the satisfaction of the investigator, with the
inclusion of all the essential items in an organized manner, the questionnaire will be sent for

18
the trial run. The purpose of trial run will be to discover whether the meaning of all statement
in the questionnaire is clear and well understood by the respondents. This will help to assess
if the questions are adequate to obtain the desired information. During the trial run the
questionnaire will be given to experts of physical education. They will be requested to go
through the questions or critically evaluate the items of the questionnaire and to give their
suggestions if required.

Rewriting

On the basis of the evaluation of the responses and the suggestions, necessary changes
will be made in the questionnaire and it will be finally formulated after obtaining the
approval of the experts.

Questionnaire administration and data collection

The copies of the questionnaire will be distributed to different DIETs and DIET

lecturer of Uttar Pradesh. The investigator himself will try to visit some DIETs personally for

administration and collection of questionnaire. Request will be forwarded to the selected

DIETs of Uttar Pradesh for providing the desired information for successful completion of
the study. To motivate the respondent, scholar will assure all respondents to supply a copy of
the summary of the findings after the completion of the study.

Treatment of Data

For the purpose of analyses and interpretation of the findings, the responses obtained
from various DIETs of Uttar Pradesh, will be converted into percentage. Descriptive statistics
will be used to find out Mean, S.D., Range, Percentage, Frequency Distribution etc. to know
about the academic stress and well-being among D.EL.ED trainees of Uttar Pradesh.

Discussion

The findings of this study are of utmost importance to the educational landscape, as
they are poised to provide valuable insights that can inform targeted interventions aimed at
enhancing the overall well-being of D.EL.ED trainees in Uttar Pradesh. By highlighting the
subtle relationships between academic stress and different dimensions of well-being, this
research seeks to offer actionable recommendations and strategies to reduce stress and

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promote a supportive learning environment. It is expected that the results will guide
educational institutions, policy makers and teacher training programs in implementing
evidence-based interventions tailored to the specific needs of D.EL.ED trainees. Through the
development of targeted support systems, mental health initiatives and curriculum
adjustments, the study aspires to contribute positively to the holistic development and
professional development of prospective teachers in Uttar Pradesh, which will ultimately
benefit the quality of education and the well-being of teaching. community.

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