Demographic Factors and Job Stress among School Teachers of Punjab, Pakistan

Abstract

Job Stress is considered as the pressure and tension the employees of any organization have to face during their duties due to the unnatural demands of their job. Job stress has become such a common phenomenon that almost none can deny to get experienced it. As the teachers belong to a noble profession, i.e., the profession of the Prophets, hence the researcher, in order to determine whether they also undergo job stress, conducted this survey-based, descriptive and cross-sectional study. This study was also supposed to measure the effects of demographic factors on job stress among different categories of teachers, i.e., PSTs, ESTs, and SSTs working in public sector schools in Punjab, Pakistan. Due to a shortage of time and financial resources, this study was delimited to of Faisalabad Division. The sample of this study comprised 700 respondents selected by a multi-stage proportionate stratified random sampling technique. A standardized scale was employed for determining workplace stress after taking permission. In addition to descriptive statistics, i.e., frequencies, percentages, mean scores, and standard deviations, inferential statistics, i.e., independent sample t-test and one-way ANOVA were also calculated from the collected data using SPSS 23 to test the already formulated null hypotheses of the study. Based on the study findings, it was concluded that the majority of school teachers are facing low-level job stress, whereas gender and qualification have no significant effect on job stress, but the designation has a significant effect on the job stress of teachers.

The Effect of Teacher Motivation, Compensation, and Workload on Turnover Intention Through Job Satisfaction as a Mediating Variable

“…Based on the results of this study revealed that there will be greater teacher turnover intentions when their workload is high. These results matched with the study results of Mahmood et al (2022), Ekabu et al (2018), andKim (2015), which emphasized that teacher workload and competitive work environment in schools, the introduction of a new education system, lower educational resources and high expectations from society and other stakeholders are indicators that stronger than teacher turnover intentions.…”

“…Based on the results, the perspective of nonpermanent teachers in public schools was found to be more inclined to transfer intentions when they were not motivated to work. This study is also confirmed by the research of Kim (2015), Grant et al (2017), andMahmood et al (2022), which concluded that the intrinsic motivation of teachers is a significant factor that reduces or triggers the intention to switch teachers from school.…”