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Title OCCUPATIONAL STRESS AND JOB PERFORMANCE AMONG SCHOOL TEACHERS: MODERATING ROLE OF ORGANIZATIONAL COMMITMENT AND EMOTIONAL COMPETENCE

Author(s) Hijab Fatima

Abstract The present study was designed to investigate the impact of occupational stress on job performance among school teachers. Data was collected from various schools of Rawalpindi and Islamabad following the convenient sampling technique. Total sample of (N = 500) school teachers including both male (n = 150) and female (n = 350) with age range of 23 to 60 years participated in the study. In this study, teachers occupational stress questionnaire (TOSQ; Shirom, Oliver & Stein, 2009), Organizational Commitment Scale (Mowday, 1979), Emotional Skills and Competence Questionnaire (Taksic, 2001) and Job Performance Scale (Goodman & Svyantek, 1999) were used. The results indicated that occupational stress has significant negative correlation with job performance. Organizational commitment and emotional competence are significantly positively correlated with one another. Organizational commitment and emotional competence have significant positive correlation with job performance. However, significant gender and age related variables emerged on study variables. T- test shows that women experienced much more occupational stress than men did (p =.001). It was revealed that there are hardly any mean differences across age groups for the studied variables. The mean differences between organizational commitment and job performance have been found out to be highly significant. Findings of this study will guide the school administration in protecting school teachers from occupational stress and reduced job performance by providing social support in the workplace and trained them to cope up with the difficult situations. Further studies may be conducted to study same relationship in college and university teachers as well.

Type Thesis/Dissertation

Faculty Social Sciences

Department Psychology

Language English

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