Education plays a crucial role in the overall development of society and serves as a powerful instrument for social, economic, and cultural transformation. The effectiveness of the education system largely depends on teachers, who are the key agents in shaping students’ knowledge, skills, and values. However, in the present educational environment, teachers at the secondary school level often face numerous occupational stressors such as heavy workload, administrative responsibilities, time pressure, classroom management issues, and expectations from parents and authorities. These stressors may affect their professional performance as well as their psychological well-being. In districts like Darbhanga in Bihar, where educational institutions are continuously striving to improve the quality of education, secondary school teachers play a significant role in ensuring effective teaching–learning processes. At the same time, they need to adopt appropriate coping strategies to manage occupational stress and maintain professional efficiency. Understanding the nature of occupational stressors and the coping mechanisms used by teachers is therefore essential for improving teachers’ well-being and enhancing the overall quality of secondary education. This study attempts to analyze the occupational stressors experienced by secondary school teachers in Darbhanga district of Bihar and the coping strategies adopted by them to deal with such challenges.
A Sun, study studied this question.