Impact of Online Stress Management Courses on Job Satisfaction of Secondary School Teachers During Post-Pandemic Period in West Bengal

Abstract

The COVID-19 pandemic created unprecedented challenges for secondary school teachers, particularly in West Bengal, where rapid shifts to online and blended modes of instruction increased workload, technological demands, and emotional strain. In the post-pandemic period, concerns regarding teachers’ mental health and job satisfaction have become central to educational recovery and institutional stability. This study examines the impact of online stress management courses on the job satisfaction of secondary school teachers in West Bengal. The primary objective is to determine whether structured virtual interventions focusing on coping strategies, emotional regulation, time management, and work–life balance contribute to improved professional well-being. A descriptive survey method was adopted for the study. A sample of secondary school teachers from government and government-aided schools was selected using stratified random sampling. Standardized tools were employed to measure perceived stress levels and job satisfaction before and after participation in online stress management courses. Statistical techniques such as mean, standard deviation, and t-test were used to analyze the data. The findings indicate a significant reduction in stress levels and a corresponding improvement in overall job satisfaction among teachers who completed the online courses. Participants reported enhanced emotional resilience, better classroom engagement, and improved professional commitment. The study highlights the importance of institutional support mechanisms and the integration of structured mental health programs within professional development initiatives. It concludes that online stress management courses can serve as an effective, accessible, and scalable strategy to strengthen teacher well-being and sustain educational quality in the post-pandemic context of West Bengal.