• Paramita Sarkar
• Rajarshi Roy

Engineering Education always has a spurt of demand of pedagogical approach of teaching rather than projected in direct learning. Teachers’ style of teaching always affected by different environmental and psychological factors, associated with their day to day professional life. These professional as well as psychological factors which are affecting the pedagogical content deliberation of teachers are clubbed under Psychopedagogical attributes. These attributes include Job Satisfaction, Professional Commitment, Teaching Interest and Individualism-Collectivism. The purpose of the study was to find out the impact of Teachers’ Stress over the selected Psychopedagogical attributes among the Engineering Teachers with a sample of 135 members of faculty, from 15 engineering Institutes, irrespective of management structure, which accords institutions, managed by the government [Central as also the state], philanthropic as well as Private Institutions from West Bengal. A double-staged sampling procedure, initially Cluster sampling, followed by Stratified random sampling technique was deduced to collect data by administering five Standardized Scales with regard to different measuring variable. By nature, the data were quantitative in nature and analyzed through descriptive statistics viz, Frequency graph, Mean, SD, t-test, ANOVA, Correlation. The results of the study revealed that teachers are experiencing moderately lower level of stress, which in turn elevate higher level of Job Satisfaction, Professional Commitment, moderately higher level of Teaching Interest and they exhibit moderately Collectivistic attitude towards collaborative work in their teaching profession. The correlational analysis showed that teachers possess positive significant correlation between Job Satisfaction and Professional Commitment & Teaching Interest, whereas there exists positive correlation between Professional Commitment and Teaching Interest as well as Individualism-Collectivism. The results of Juxtaposition based analysis with respect to factor as Teachers’ Stress revealed that Teachers’ stress does not have any significant impact over Job Satisfaction with regard to positively stressed and negatively stressed group. In context of Professional commitment and Teaching Interest, both the stressed groups differ significantly so far, their stress level is concerned.

Engineering Education, Psychopedagogical status, Job Satisfaction, Professional Commitment, Teaching Interest, Individualism-Collectivism.

"IMPACT OF STRESS OVER SELECTED PSYCHOPEDAGOGICAL ATTRIBUTES AMONG THE ENGINEERING TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.487-503, June 2019, Available :http://www.jetir.org/papers/JETIR1907372.pdf

"IMPACT OF STRESS OVER SELECTED PSYCHOPEDAGOGICAL ATTRIBUTES AMONG THE ENGINEERING TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp487-503, June 2019, Available at : http://www.jetir.org/papers/JETIR1907372.pdf