How Stress Affects Work and Self-Efficacy of Female Teachers? An Empirical Evidence from Pakistan

Muhammad Faisal Aziz, Farah Latif Naz, Hassam Gul, Muhammad Hamid Nawaz Khan and Seerat Fatima
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Muhammad Faisal Aziz: University of Technology & Applied Sciences, Ibri, Oman
Farah Latif Naz: Lecture, Department of Education, Bahauddin Zakariya University, Multan, Pakistan
Hassam Gul: Student counselor Ilma University
Muhammad Hamid Nawaz Khan: Lecturer, Department of Agricultural Extension Education, Faculty of Agriculture & Environment, The Islamia University of Bahawalpur, Pakistan
Seerat Fatima: Doctor of Physiotherapy, University of Sialkot, Pakistan

Journal of Policy Research (JPR), 2022, vol. 8, issue 3, 407-413

Abstract: This empirical study examined the prevalence of work stress among female teachers and how stress affects their self-efficacy and work (performance). As a means of achieving this objective, the study used a correlational model. This study focuses on female teachers in Lahore, Pakistan. To recruit teachers for the sample of this study, convenient sampling method was used, and 382 female teachers were recruited from 18 schools situated in different areas of Lahore. Survey method was used to collect the data. The findings of the study demonstrated that teachers are facing work stress. The findings also revealed that stress in turn is affecting self-efficacy and work performance of the educators to a great extent. Distress caused by work-related stress is common among these female teachers. Teachers are hence vulnerable to depression as they are subjected to stress at work. That leads to low quality of teaching and learning process which further affects the overall standard of education in the schools. This is an alarming situation, and policy makers will have to take immediate steps to mitigate the issue of work stress to female teachers.

Keywords: Female teacher; self-efficacy; work (performance); work stress (search for similar items in EconPapers)
Date: 2022
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