Teaching in the shadow of terrorism: An attempt of schools' rehabilitation

Abstract

The emergence of terrorism against girls' education continues to prevent a large number of girls from attending school. The imminent fear of terrorist attacks also infiltrates the female teaching fraternity through their perceived job risk, job anxiety, and death sensitivity. This study echoes the female teachers' vulnerability through time‐lagged data gathered from Pakistan's terrorism‐affected areas. The findings unveiled the negative role of female teachers' perceived threats of terrorism in stimulating their job anxiety. This study also investigated the moderating effect of female teachers' perceived resilience in a jeopardizing context. The results of the study unveiled a significant positive association between female teachers' perceived threats of terrorism and their perceived job risk. The findings also confirmed a significant positive association between female teachers' perceived job risk and job anxiety. Furthermore, the mediating role of perceived job risk between perceived threats of terrorism and job anxiety was confirmed. Finally, the buffering effect of female teachers' perceived resilience weakens the link between perceived job risk and job anxiety. The results showed that female teachers' perceived job risk accounted for 31.8% of the variance in their job anxiety. The study's scope attempts to address the sensitive issue of society and provides a viable solution.

Teachers' career commitment amid terrorism: The role of religiousness in a parallel mediation model

“…In terrorism‐affected schools, teachers' perceived job risk is a sensitive issue that captivates them in extreme psychological dejections. Despite the severity of the issue, limited studies provide empirical evidence related to teachers' perceived job risk in terrorism‐affected schools (Memon et al, 2021; Memon, Ali, Nisa, & Pathan, 2020). The deleterious effect of terrorism on teachers' perceived job risk also contributes to the TMT that signifies the horrible impact of death convictions on human psychology (Pyszczynski et al, 1999).…”

“…The present study gathered data from the teaching fraternity of terrorism‐affected government primary schools of Pakistan through convenience sampling. Since the last decade, teachers in the terrorism‐affected schools of Pakistan have been experiencing a severe impact on terrorism on their mental and physical health (De Clercq et al, 2017; Khan, 2018; Memon et al, 2021). The present study accessed the Global Terrorism Database to locate terrorism‐affected government primary schools of Pakistan and approach the target respondents (GTD, 2018).…”

“…The atmosphere of insecurity in the terrorism‐affected schools silently killed teachers' passion for their profession (Memon, Ali, & Nisa, 2020). Further, the tilt triangulation of terrorism‐induced perceived job risk, anxiety, and death sensitivity made teachers' life vulnerable in terrorism‐affected schools (De Clercq et al, 2017; Memon et al, 2021). Perceived job risk refers to “workers' perceptions that his/her job is dangerous and, as a result, he/she feels unsafe on the job” (Lambert et al, 2005, p. 35).…”

“…Perceived job risk refers to “workers' perceptions that his/her job is dangerous and, as a result, he/she feels unsafe on the job” (Lambert et al, 2005, p. 35). Perceived job risk is a negative characteristic of the job that fosters negative emotions such as fear, strain, and death sensitivity (Jin et al, 2018; Memon et al, 2021). Similarly, teachers' perceived job risk and fear make them conscious about their life and family.…”

“…Similarly, the emergence of terrorism against educational institutions has infiltrated the teaching fraternity to perform their job tasks smoothly. During the last 10 years, more than 1500 terror incidents against educational institutions have aggravated teachers' perceived job risk and anxiety that eroded their job performance (De Clercq et al, 2017; GTD, 2018; Memon et al, 2021). Nevertheless, scant research is available on the teachers' vulnerability and schools' restoration (De Clercq et al, 2017; Felix et al, 2010; Memon, Ali, & Nisa, 2020).…”