Asian Social Studies and Volume 2 Issue 4
Applied Research (ASSAR) November, 2021
Published by ASAR Council ISSN (E): 2709-9229
Impact of Occupational Stress on Self-Efficacy of University
Teachers
RASHID MEHMOOD
MPhil. Education Scholar, Department of Education,
University of Haripur, Pakistan.
MUHAMMAD SAEED KHAN
Associate Professor, Department of Education,
University of Haripur, Pakistan.
TEHSEEN TAHIR
(Corresponding Author)
Assistant Professor, Department of Education
University of Haripur, Pakistan.
Email: [email protected]
Abstract
The research investigated the impact of occupational stress on self-efficacy of university teachers. The
research questions of the study were: how do university teachers perceive about their occupational
stress? what is the impact of university teacher’s occupational stress on self-efficacy of the university
teachers? The research study was descriptive in nature and survey by method. The population of study
comprised of 141 teachers (108 male and 33 female). The sample consisted of 100 teachers (67 male
and 33 female) from both faculties of the University of Haripur using random sampling technique. The
two questionnaires used for the current research using five-pint Likert scale. The tools made validated
and reliable through pilot testing. Afterwards, the data collected from the sample and entered in excel
for further process. In addition, the SPSS used for the analysis. The results revealed that teachers
experienced the occupational stress in the organization. Moreover, occupational stress has negative
significant impact on teachers’ self-efficacy.
Key Words: Occupational Stress, Self- efficacy Regression, University Teachers.
Introduction
Stress, particularly general and skilled stress, may be a growing reality in today’s calling. The duty of a
teacher is taken into account to be terribly disagreeable as a result of in Kyriacou (2001) analysis found
that twenty fifth of academics area unit stressed which they'll have psychological issues due to teacher
stress, together with psychological and depressive symptoms, arising from sure factors and conditions of
their work as academics (Kyriacou, 2001; Kyriacou & Pratt, 1985; Kyriacou & Sutcliffe, 1978; İpek, et al.,
2018; Schonfeld, 1992). It has been known mutually of the factors influencing the academic performance
and self-efficacy (SE) of university academics (Jepson & Forrest, 2006).
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Applied Research (ASSAR) November, 2021
Published by ASAR Council ISSN (E): 2709-9229
Job stresses are often somewhat negative or positive, however once job demands additionally increase
the pressure and pressure to perform a good vary of tasks, it will cause negative job effects (Bandura,
1997; Schunk & Pajares, 2009). Physical and positive conditions, like anxiety, stress, or excitement in
academics performing arts a specific task, influence teachers' perceptions of SE. However, the affected
states have a weaker relationship to SE than alternative states, and these sources could increase or
decrease teachers' perceptions of effectively in conjunction with others (Bandura, 1997; Morris & Usher,
2011). For instance, once a lecturer is anxious to try and do a task, awareness of his or her ability
decreases.
Stress within the work may be a scenario that folks face within the work during which they face demands
to fulfil what they need not old, thus success can't be achieved. As a result, their brains become
unbalanced. The faculty members at the university have heaps of responsibilities. Duties of university
members embrace teaching and advising students and making ready papers and shows for classroom
lectures and analysis conferences. Teachers ought to additionally do educational work with family life,
social life and community commitment (Faisal et al., 2019). These responsibilities place a significant
burden on teachers.
In the context of academic settings that are absolutely associated with performance, these events were
influenced by variety of things (Rasool et al., 2020). In researcher’s point of view, teachers stress is the
illustration by a teacher of rough and rude emotions as aggression, frustration, depression and confusion
caused by some social problems of their workplace. It is an obvious indicator that teachers’ low
performance, including lack of self-efficacy (SE) has become the most concerned issue especially at
university level; a need is felt to find out the impact of occupational stress and SE of teachers in the
University of Haripur.
Research Questions
The research questions of the study were:
Q1. How do university teachers perceive about their occupational stress?
Q2. What is the impact of occupational stress on self-efficacy of university teachers?
Research Hypotheses
It was hypothesized that:
H01: There is no impact of occupational stress on self-efficacy of university teachers.
All educators in the universities are the residents of the nation, every one of these instructors experience
the issues and have concerns identified with their occupations. These educators are not appropriately
encouraged and prepared for instructing, learning and common sense. In a typical view universities
education is considered as a low-pressure occupation so for. Although it is anything but a generously
compensated activity, yet universities instructors then again appreciate adaptability in day by day plans
light remaining task at hand, residency track plans and furthermore different advantages like abroad
instructive grants, gatherings and courses and furthermore the chances to upgrade their own training.
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Asian Social Studies and Volume 2 Issue 4
Applied Research (ASSAR) November, 2021
Published by ASAR Council ISSN (E): 2709-9229
Literature Review
Stress is the fundamental issue that impacts not just the educators’ own wellbeing and prosperity, climate
of instructive foundation, yet additionally the groups of the instructors. There is some mind full factor for
it, at instructive organizations just as at their homes. In the working environment there are parts of issues,
for example, instability of occupation, long working hours and ridiculous cut off times and so forth. These
things are making issues for the educators at their work puts however the family issues are additionally
exceptionally inquisitive, for example, lopsided time winning the home condition. This thing impacts the
relatives particularly youngsters and older folks. They invest not appropriate energy at home that causes
the shortcoming of relationship. There are many factors which may cause stress among university
teachers (Mufti, 2012).
The first analysis on teacher SE is often found in management theory (Duffin et al., 2012). Teacher SE and
the teacher's confidence within the ability to execute the action needed to complete explicit} learning task
in a very particular context (Tschannen-Moran et al., 1998). Another definition given to explain a tutor's
SE is that a teacher believes he will teach an awfully difficult and imitative student and has several sides of
teacher apply (Aloe et al., 2013). Extremely teacher SE encourages and motivates students to implement
new learning strategies and foster a lot of positive relationships with students (Mojavezi & Tamiz, 2012).
Teacher SE additionally assesses teacher delusion, and fewer competent academics are a lot of doubtless
to remain off from the teaching profession (Brouwers & Tomic, 2000). Teacher traits related to high-level
teacher SE powerfully influence students apply and learning within the room (Chang, 2015). In distinction,
low-level SE teachers might feel that room conditions are on the far side their management to enhance
student success (Bruce et al., 2010).
Teacher SE has systematically contended a crucial role in class scientific discipline analysis as a result of
the impact of teaching, teaching strategies, and its impact on student education (Klassen et al., 2009).
Substantial analysis has shown that teachers with high levels of SE have lower levels of job satisfaction,
lower levels of job-related stress, and fewer issue managing student misconduct (Caprara et al., 2003).
Therefore, understanding the foremost stakeholders of teacher well-being and SE in operating for college
effectiveness and improvement are often considerably rewarding. The thought of SE comes from
Bandura's social cognitive theory of activity amendment (Bandura, 2002). It refers to his / her teacher's
understanding of the way to with success manage tasks / responsibilities and challenges associated with
his / her skilled role (e.g., work-related tasks, handling disciplinary problems within the room, etc.)
(Caprara et al., 2003). This belief is set by variety of things, of that temperament traits - temperament
traits - have junction rectifier to a growing tutorial interest within the subject as an example, supported a
five-factor model of temperament (Costa & McCrae, 1992). Djigic et al., (2014) found that academics with
a high degree of exposure to expertise and task rumoured a robust sense of competency.
Sousa et al. (2012), in their study of frontline service workers, found that private values were additionally
necessary employees of SE. Especially, each openness (i.e., autonomy, arousal and hedonism) and self-
growth values (i.e., power and practice) are tributary to SE to vary values. These values are a part of the
noted Schwartz’s (1992) model of human values, which has conservation values (i.e. tradition, conformity
and security) and self-transportation values (i.e. benevolence and universality). in line with Schwartz,
personal values are often outlined as trans-situational goals, that dissent considerably and function
guiding principles in people's lives. Schwartz (1992, 2012) known 10 basic worth types: power (social
standing, dominance over folks and resources), apply (personal success by social standards), heredity
(pleasure or romantic satisfaction), enthusiasm (excitement, challenge) and innovation). , autonomy
(freedom of thought and action), financial aid (to increase and enhance the well-being of the folks around
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Asian Social Studies and Volume 2 Issue 4
Applied Research (ASSAR) November, 2021
Published by ASAR Council ISSN (E): 2709-9229
us), catholicity (awareness and tolerance and concern for the well-being of all folks and nature), tradition
(respect and commitment to cultural or spiritual practices and concepts, conformity ( Restraint on actions
and motivations that damage others or violate social expectations), and security (protection of society,
relationships and self and stability) .These 10 values are established in a very motivational two -
dimensional system. the primary perspective is against amendment, against freedom and protection.
Emphasizes that temperateness is that the priority here, maintaining strategies and consistency in
conserving stability. Conversely individuals range their personal interests at the expense of others, and
other people overcome their stingy issues to push the welfare of others. a lot of recently, Schwartz (2012)
has highlighted that self-transportation and care values are often categorised with a social focus, whereas
others have issues concerning the results or established organizations, with a private focus.
The link between values and SE is powerful (i.e., low controlled motivation and high involuntary
motivation). In fact, studies that deal usually with person-status conflict counsel that the pressure of
perceived circumstances to possess a price or to act in a very explicit method ought to powerfully weaken
individual values like persistent personal variations (Bardi & Schwartz, 2003; Barni et al., 2016).
Research Methodology
The survey design also permits the researcher to get deeper description of variables of the study such as
university teachers’ stress that was an independent variable, whereas teachers’ self-efficacy SE was
dependent variables. The population of study comprised of 141 teachers (108 male and 33 female)
working in two faculties Basic and Applied Sciences and Social and Administrative Sciences, the University
of Haripur. The sample consisted of 100 teachers (67 male and 33 female) from both faculties of the
University of Haripur. This sample was included teachers from the cluster of Professors, Associate
professors, Assistant professors and Lecturers working in the University of Haripur.
The following questionnaire were used in the current research:
First, self-administered questionnaire was used to assess the occupational stress of University teachers.
The questionnaire contained 37 statements. Moreover the 5-point Likert scale i.e. Strongly Disagree to
Strongly Agree used to find out the perceptions of teachers regarding their occupational stress in
university. Second questionnaire was adopted from (Tschannen-Moran & Hoy, 2001). Second, the self-
efficacy questionnaire was available on internet in ready format having contained 24 statements. This
questionnaire was divided into three sections i.e. efficacy in students’ engagement, efficacy in
instructional strategies and efficacy in classroom management. Each section contained eight statements.
In addition, the 5-point Likert scale used Never to Always. This tool used to assess the SE of teachers.
The validity of research tools was also obtained from panel of experts from the Department of Education,
The University of Haripur. The mistakes and suggestion from experts obtained were incorporated in
research tools accordingly.
The tools were piloted among non-sample of research. This process helped the researcher to check the
reliability of research tools. The tools distributed among 10 teachers. They responded according to the
given data. In addition, the collected data entered in Excel for further process. After wards, the SPSS used
in the next step. The Cronbach Alpha reliability used to confirm the reliability of tools. The output of data
revealed the reliability of tools that were 0.819 and 0.801 respectively.
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Applied Research (ASSAR) November, 2021
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The researcher personally visited, distributed questionnaires and collected the desired information from
the sampled respondents of the institution. Clear instructions were prepared for the respondents to
respond.
Approval was taken from university ethical committee. Apart from this respondent were asked to feel free
in their responses as data will be kept confidential and only be used for research purpose. The collected
data were analyzed by SPSS. The descriptive statistics was used to find out the perceptions of university
faculty about their occupational stress in the organization. The linear regression used to notice the impact
of independent variable to the dependent variables of research.
Data Analysis
Table 1: Descriptive statistics of university teachers perceive the occupational stress
N Min Max Mean SE Mean SD
Occupational Stress 100 2.59 4.73 3.8041 0.04977 0.49769
Valid N (listwise) 100
The table 1 depicts descriptive statistics of university teachers’ occupational stress. The OS (N = 100, Min =
2.59, Max = 4.73, Mean = 3.8041, SE Mean = 0.04977 and SD = 0.49769) teachers agreed that they have to
do a lot of work under tense circumstances, less rewarded for their performances, face various challenges
and unable to carry out other assignments due to heavy work load from superiors. Moreover, they also
agreed that apart from organizational workload, they also face problems that include the self-satisfaction.
Table 2: Correlation among occupational stress and self-efficacy of university teachers
N r Sig. (2-tailed) p
**
100 -.737 0.000
**. Correlation is significant at the 0.01 level (2-tailed).
The table 2 delineates the Spearman correlation that examined the relationship among two variables of
the study. The results indicated that there is a significant positive negative significant relationship (r (100)
= -0.737, p = 0.000). Likewise, TP with OS has negative significant relationship (r (100) = -0.738, p = 0.000).
The p values are less than significant level (0.05) (p = 0.000 < (0.05).
Table 3: Model Summary of Regression Analysis of strength of relationship between model and
dependent variable
Model R R Square Adjusted R Square Std. Error of the Estimate
a
1 .698 .487 .481 11.94306
a. Predictors: (Constant), OS
In the model summary table, the factors that influenced the dependent variable indicated as predictors,
which was occupational stress. The predictors evaluated between model and dependent variable self-
efficacy. The multiple R for the equation was 0.698(69.8%) value indicated strong relationship between
observed model and predicted values of dependent variable. Therefore, this model summary of
2
regression was successful in explaining approximately 48.7% variance with adjusted R = 48.1% of
independent variables.
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Applied Research (ASSAR) November, 2021
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Table 4: Occupational Stress ANOVA Summary Table (Regression Model)
Model Sum of Squares df Mean Square F Sig.
b
Regression 13247.705 1 13247.705 92.877 .000
1 Residual 13978.405 98 142.637
Total 27226.110 99
a. Dependent Variable: SES
b. Predictors: (Constant), OS
The independent variable of ANOVA table occupational stress was regressed on (13247.705) the
dependent variable; self-efficacy using Linear Regression Model for the acceptability of the model from
statistical perspective. An F (92.877) test was used to determine the significant of the overall model. The
table presented the analysis of variance summary table. The F for this model based on dependent variable
self-efficacy was calculated and to be found statistically significant as showed by p value (0.000) which is
less than significant level (0.05) (p = 0.000 < (0.05).
Table 5: Coefficient Multiple Regression Results of OS on SE
Unstandardized Coefficients Standardized Coefficients
Model t Sig.
B Std. Error Beta
(Constant) 136.747 9.252 14.780 .000
1
OS -.628 .065 -.698 -9.637 .000
a. Dependent Variable: SES
The multiple regressions reported in table 4.41, the predictors occupational stress as independent
variables found to be significant. According to standardized estimates (beta weight), one unit increased of
OS (β = -0.698) which made negative impact on dependent variable, as indicated by t-value (-9.637) with
the p-value (0.000) which less than significant level (0.05) (p = 0.001 < (0.05) and found statistically
significant.
Discussion
The current research revealed that teachers have occupational stress working as different roles in the
organization. They face multiple challenges in the institution. The results found consistent with Ali et al.,
(2013) who found occupational stress among private Pakistani teachers. The stress is related to their
exposure, tactic and span in the school. In addition, significant negative relationship found between
occupational stress and self-efficacy of teachers. The results are in line with Hülya et al., (2018), Aftab and
Khatoon (2012), Khan et al., (2012), Morris and Usher (2011) who revealed in their studies that
occupational stress is significantly correlated with self-efficacy of teachers. Moreover, demographic
variables of participants also experienced stress in the organisation.
The study demonstrated the regression analysis in order to find out the impact of occupational stress on
self-efficacy of teachers in the university. The outcomes showed that occupational stress has negative
significant impact on self-efficacy of teachers. The researchers like Dijk (2009); Ahmad (2017); Kim et al
(2009) and Khalid et al (2019) found that self-efficacy of the employees also affected by the stress.
Conclusion
Based on the findings of the study, following conclusions can be made:
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Applied Research (ASSAR) November, 2021
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It can be concluded that university teachers experienced occupational stress due to long hours, heavy
workload, job insecurity, lack of autonomy and changes of duties. In addition, there can be more reason
behind occupational stress of teachers that are related with personal problems or health problems, and it
can be related with workplaces.
The occupational stress is directly correlated with self-efficacy because stress and self-efficacy are
psychological factors. The regression analysis revealed the negative significant impact of OS on SE. It can
be concluded that occupational stress and self-efficacy are psychological factors. The OS includes the
heavy workload and insecurity of job negatively affected teachers’ self-efficacy.
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