Stress tolerance and Occupational Self-efficacy directly influence the performance of the teachers. Different sources of stress affecting the teacher are time pressure, low salary, workload, being evaluated by others, problems with co-workers, coping with novelty, administrative reasons, conflict of duties, and family problems. Occupational self-efficacy was measured among other groups such as factory workers (Çetin and Aşkun, 2018), doctors (Ramakant et al. 2016), nurses (Mahdizadeh et al. 2016), and legal professions (Teichmann et al. 2015). The present study was conducted on a group of teachers (160) from various types of schools (Govt. N-11, Aided N- 113, Private N-36). The primary objectives of the study were to examine the influence of gender and type of school on stress tolerance and occupational self-efficacy. The results revealed that gender did not have any influence upon both of these factors. But in the case of Occupational self efficacy, a significant group difference was observed. Teachers from the private sector showed a higher level of occupational self-efficacy than teachers from the government sector.

Highlights

• Stress Tolerance helps a teacher to be relaxed and composed when faced with personal and professional stressors.
• Occupational Self- efficacy of a teacher, is an important factor in determining his/her job satisfaction and self-efficacy.
• A scientific study on teachers’ stress tolerance and self efficacy will help to understand the effective teaching-learning process in education.
• Occupational self-efficacy will help the teachers to handle classroom challenges very effectively with ease.