[18] A STUDY OF JOB BURNOUT, LOCUS OF CONTROL, AND THE NEED FOR STRESS MANAGEMENT INTERVENTIONS AMONG SECONDARY SCHOOL TEACHER IN WEST BENGAL: ARTICLE INFO: Date of Submission: Jan 23, 2026, Revised: Feb 12, 2026, Accepted: Feb 16 , 2026, CrossRef D.O.I : https://doi.org/10.56815/ijmrr.v5i2.2026.166-175. HOW TO CITE: Alauddin Middya (2026). A Study of Job Burnout, Locus of Control, and the Need for Stress Management Interventions among Secondary School Teacher in West Bengal. International Journal of Multidisciplinary Research & Reviews, 5(2), 166-175.

Alauddin Middya

Authors

Alauddin Middya Research Scholar, Department of Education, RKDF University, Ranchi, Jharkhand, India.

Abstract

Job burnout among secondary school teachers in West Bengal has emerged as a critical issue, influenced by factors such as workload, administrative pressures, and socio-economic challenges. This study investigates the interplay between job burnout, locus of control, and the necessity for stress management interventions in this demographic. Drawing from psychological theories like Maslach's burnout model and Rotter's locus of control, the research aims to identify how internal versus external locus of control moderate’s burnout levels and to propose targeted interventions.
A mixed-methods approach was employed, involving a sample of 300 secondary school teachers from urban and rural districts in West Bengal. Quantitative data were collected using standardized instruments: the Maslach Burnout Inventory (MBI) for assessing emotional exhaustion, depersonalization, and reduced personal accomplishment; the Rotter's Locus of Control Scale to measure internal-external orientations; and a custom questionnaire on stress perceptions and intervention needs. Qualitative insights were gathered through semi-structured interviews with 50 participants to explore contextual factors like classroom overcrowding, policy changes, and pandemic aftermath. Results revealed high burnout prevalence (62% moderate to severe), with external locus of control significantly correlating with elevated exhaustion (r = 0.45, p < 0.01). Teachers with internal locus reported better coping mechanisms but still highlighted needs for mindfulness training and organizational support. Regression analysis indicated that locus of control accounts for 28% variance in burnout scores, underscoring its moderating role. The findings advocate for tailored stress management programs, including workshops on cognitive restructuring, yoga-based relaxation, and policy reforms for workload reduction. Implementing these could enhance teacher well-being, retention, and educational quality in West Bengal's secondary schools. Future research should longitudinal track intervention efficacy.