Academic journal article Journal of Psychosocial Research

Anxiety and Quality of Life among Teaching Professionals: A Comparative Analysis

Academic journal article Journal of Psychosocial Research

Anxiety and Quality of Life among Teaching Professionals: A Comparative Analysis

Article excerpt

INTRODUCTION

The word anxiety has been derived from the Latin word 'Anxietas' which commonly connotes on experience of varying blends of the uncertainty, agitation and dread. Anxiety is a subjective state of internal discomfort. It is generally defined as the feeling of apprehension caused by anticipation of danger, which may be external or internal. It is a normal emotion with adaptive value, in that it acts as a warning system to alert a person to impending danger. Anxiety is often described as having cognitive, somatic, emotional and behavioural components (Saligman et al., 2001). Anxiety is considered a problem when symptoms interfere with a person's ability to sleep or otherwise function.

In this present competitive world people experience anxiety due to numerous factors. Anxiety may be caused by environmental factors, medical factors, genetics, brain chemistry, substance abuse, or a combination of these. Apparently anxiety has become a major psychological problem which troubled the normal life of modern people. In real life, about 30% to 40% of people experience anxiety and distress (Bell- Dolan & Wessler, 1994). The incidence of anxiety is the highest in all the psychological problems, (Kasri et al., 2007). Mild anxiety is vague and unsettling, while severe anxiety can be extremely debilitating, having a serious impact on quality of life.

Generally quality of life (QOL) is the perceived quality of an individual's daily life, that is, an assessment of their well being or lack thereof. This includes all emotional, social and physical aspects of the individual's life. The measurement and improvement of people's quality of life (QOL) is considered one of the main challenges for governments, human development agencies, and researchers (Hagerty et al., 2001; Alkire, 2002; Rahman et al. 2011). Quality of Life is defined as 'individuals' 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' (The WHOQOL Group, 1995). It is a broad ranging concept, incorporating in a complex way individual's physical heath, psychological state, level of independence, social relationships, personal beliefs, and their relationships to salient features of the environment. The various conditions which indicate quality of life of a person may be categorized into two types: satisfactory conditions and satisfying conditions. The satisfactory conditions may include factors such as:

a) Group cohesiveness

b) Helping attitude

c) Understanding and sharing each other's problems

d) Absence of conflict among the group members

e) Absence of mental or physical illness

The satisfactory conditions may include factors such as:

a) A sense belongingness

b) Presence of positive attitude

c) Subjective feeling of wellbeing

d) Absence of devastating experiences

All the factors directly or indirectly affect the quality of life of a person. In 1954 Maslow emphasized that an individual's behavior and his/her quality of life depends upon the fulfillment of needs and motives throughout his/her life.

LITERATURE REVIEW

The quality, competence and character of teachers are undoubtedly the most significant factor for any fruitful educational system. Teachers play a very crucial role in the development of society. It is widely accepted that the quality of a nation depends upon the quality of education and the quality of education again depends on the quality teachers. Teachers' involvement, their interest, motivation and satisfactions are highly related with teachers' quality of life and teachers' effectiveness. Lower levels of psychological well-being display a significant deficit in terms of job productivity, which directly influences the quality of education. Reduced quality of life significantly affects the way teachers practice their functions (Gil-Monte, Carlotto, & Câmara, 2011). …

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