Social entrepreneurship is a vast growing economic phenomenon that is being studied in academic research. Social entrepreneurship explores new boundaries for policy makers to transform the economic growth and development of a nation. It represents the future the of service sector by applying innovation and providing potential opportunities for new job creation. According to the study from a developing country like Pakistan, the research concludes key challenges faced by social enterprises that represent a broader picture of the phenomenon. According to the need of better understand the operations of social enterprises, this research also provides six key solutions that, if implemented, will help to achieve welfare and economic growth of the country. Based on the data collected from 24 semi-structured interviews of 12 different social enterprises operating in Pakistan, this research provides useful insights to laying the foundation for further development of a theory of social entrepreneurship. The key challenges identified and the solutions provided will help to develop a rich understanding of the multi-disciplinary phenomenon. By combining key concepts through comparing and contrasting the existing scenarios and then providing their effective solutions will help such social organizations to effectively achieve their missions by creating a social value in the society.

Workplace stress and distress are the terms abundantly present in the literature. These terms have been studied and explored numerous times in multiple contexts. However, the literature contains evident gaps in exploring the other outcome of stress, which is eustress. This study aimed to explore the different Workplace distress and eustress among teachers during the pandemic. The current study investigates the potential stressors and their outcomes among private school teachers also the role played by COVID-19 and technology-based learning. For this purpose, the qualitative research design is used. Semi-structured in-depth analysis was used to collect data using the snowball sampling technique. The empirical findings revealed that teachers were highly stressed. Work overload, role conflict, workplace politics, organizational support, job insecurity, and financial strains are the major sources of workplace distress. Another contributing factor is technology stress, especially during COVID-19. On the other hand, positive stressors play a significant role in developing the feeling of eustress among teachers and reportedly have a positive impact on their health, satisfaction, behavior, performance, and commitment.