Impact of Occupational Stress on Psychological Wellbeing and Work Performance of Government School Teachers

Abstract

Based on social cognitive theory (SCT), the present study aimed to investigate the
impact of occupational stress on government teachers’ psychological well-being and
work performance. Furthermore, this study hypothesizes that occupational stress may
affect government teachers’ psychological well-being and work performance. The final
sample of this study was 285 government teachers of Pakistan by using a convenient
sampling technique. The results revealed that occupational stress is significantly linked
to psychological well-being and work performance. Furthermore, the current study also
presented certain distinctive results by showing significant mean differences in
occupational stress, psychological well-being, and work performance in the team of
gender differences. Therefore, male teachers had greater levels of occupational stress
and psychological well-being than female teachers, despite female teachers having
better levels of job performance than male instructors. While the findings
demonstrated that there were non-significant differences in terms of study
characteristics across primary, elementary, and high school instructors. The findings
back up the study's hypothesis and point to new research avenues for researching
teachers. Moreover, this study provides useful insights for practitioners, teachers, and
future researchers to understand the impact of occupational stress on employees’
psychological well-being and task performance.