Teacher stress and well-being – UGC NET Question

Statements A, B and C correctly link teacher stress, well-being and effectiveness. A is true because heavy workload and conflicting demands often lead to stress and burnout. B is true as collegial support, mentoring and collaboration provide emotional and instructional assistance. C is true since reflection and self-care help teachers recognise limits and maintain balance. D is false because ignoring stress and overworking are risk factors for burnout, and E is false because teacher well-being strongly influences classroom climate, instructional quality and student learning; therefore A, B and C only is the correct combination.

Option A:
Option A combines A, B and C, acknowledging workload, support networks and self-care as key factors in managing teacher stress. It excludes D and E, which recommend harmful practices or deny the impact of well-being, so this option is correct.

Option B:
Option B lists A and B but omits C, overlooking the role of individual reflection and self-care strategies in maintaining well-being. Without C, the understanding of stress management is incomplete.

Option C:
Option C groups B and C only and leaves out A, ignoring the fundamental contribution of workload and role conflict to stress. As a result, B and C only cannot be the full set of correct statements.

Option D:
Option D includes A, C and D but treats D as correct, even though recommending nonstop work contradicts health and effectiveness. Because it mixes correct and incorrect advice, A, C and D only is not valid.

Option E adds E to A, B and C, but E wrongly claims that teacher well-being does not affect teaching quality. Since well-being clearly influences classroom functioning, A, B, C and E only cannot be accepted as correct.