Quotidian Job Stress and Occupational Well-Being among School Teachers in India: A Mixed-Method Examination through Herzberg’s Theoretical Lens

Abstract

Teaching has become one of the most psychologically demanding professions in the 21st century, particularly within policy-driven education systems. The present study investigates how everyday (quotidian) job stress interacts with intrinsic job appreciation to shape occupational well-being among Indian school teachers. Anchored in Herzberg’s Two-Factor Theory, the study adopts a sequential explanatory mixed-method design integrating quantitative survey analysis (χ² and p-values) with qualitative thematic interpretation.
Findings reveal that moderate job stress coexists with strong intrinsic job appreciation, indicating a complex adaptive process rather than simple burnout. Age emerged as a moderating variable: teachers over 40 reported significantly lower stress than those in the 31–40 range, who experienced heavier administrative and instructional responsibilities. Policy-driven hygiene factors, such as biometric attendance and rigid supervisory protocols, were identified as primary stress inducers. Conversely, intrinsic motivators—such as student progress, self-efficacy, and moral purpose—functioned as psychological buffers sustaining occupational health.
The study contributes to occupational health psychology by extending Herzberg’s framework from job satisfaction to stress resilience. It emphasizes that enhancing teacher well-being requires a systemic balance between accountability mechanisms and psychological recognition.