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OCCUPATIONAL STRESS AND JOB PERFORMANCE AMONG SCHOOL TEACHERS: MODERATING ROLE OF ORGANIZATIONAL COMMITMENT AND EMOTIONAL COMPETENCE 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.
Technostress, Job Motivation and Job Satisfaction among University Faculty: Examining the Role of Mindfulness In the modern digital age, technology has been deeply embedded in higher education institutions, greatly affecting faculty personnel. Academic personnel experience "techno stress" as they face obstacles relating to technology, such as technical glitches, software integration, and online interactions. The objective of this study is to examine the impact of techno stress on the motivation and job satisfaction of faculty members, specifically in the setting of higher education in Pakistan, where there is limited research on this subject. The research investigates the impact of mindfulness on techno stress, specifically examining how faculty members' coping strategies affect their job satisfaction and motivation. Furthermore, the study investigates how demographics, including gender and employment level, influence individuals' reactions to technological stress. The research seeks to fill these gaps in order to offer valuable insights that can guide interventions aimed at improving faculty members' capacity to overcome technological obstacles and foster a culture of resilience and well-being in higher education institutions. The data was collected through purposive convenient sampling in which male and female both participants were included. The main study sample was N=300. Cross sectional research design was used to conduct the data of the present study. The English version of all the questionnaires were used to measure variables. Techno Stress Questionnaire by Tarafdar(2007), Job satisfaction scale by Macdonald and Maclntyre (1997)., Work Extrinsic and Intrinsic Motivation Scale by Tremblay et al (2009)and the Mindful Attention Awareness Scale by Brown and Ryan (2003), were used to measure the variables of the current study. The collected data was assembled and arranged in SPSS 22 in order to perform the required analysis such as descriptive analysis, correlation, regression t-test,one way ANOVA and moderation analysis. The finding of the study indicates that there exists a negative association between techno stress and job motivation.Job Motivation is positively correlated to job satisfaction, and mindfulness,while techno stress is negatively correlated with job satisfaction and mindfulnesss among faculty members of the higher education institutions. Similarly, different aspects of technostress are negatively correlated with job motivation and job satisfaction. Female faculty members are higher on techno stress as compared to male faculty members.Further, techno-stress is significantly predicting job motivation and job satisfaction among faculty members of higher education institutions. Different sspects are significantly predicting job satisfaction. The role moderator of mindfulness was found as a significant on the study variables. In the end, the results could help enhance the quality of teaching and increase productivity within the organisation. They can also provide guidance for creating rules and processes that assist faculty members in efficiently utilising technology.
ROLE OVERLOAD, BURNOUT AND TURNOVER INTENTIONS AMONG TEACHERS: MODERATING ROLE OF WORKPLACE SUPPORT AND RESILIENCE Drawing on Job Demand Resource model (Bakker & Demerouti, 2007), present research was carried out to investigate the impact of role overload on turnover intentions and burnout among school teachers. Moreover, the moderating role of workplace support (supervisor support as well as collegial support) and resilience was also studied in the said relationship. Using Purposive convenient sampling technique data were collected from 400 people (age range 24 to 60 years), from 5 schools located in Rawalpindi, Islamabad for this correlational study. Information was collected on socio-demographic variable, as well as on following study variables namely role overload, turnover intentions, resilience, burnout, and workplace support. Role overload Scale (Reilly, 1990), Maslach Burnout Inventory (1986), Turnover Intention Scale (Weiss, 1980), Resilience is measured by PsyCap questionnaire (Luthens, 2007) and Workplace support Scale (Cassidy, 2016) were used to test impact of teacher’s role overload, on turnover intentions and burnout followed by the moderating role of resilience, collegial and supervisor social support. Psychometric properties of the scales were established prior to data collection. Zero order correlation was obtained through SPSS. Current study found the significant correlation between the role overload and turnover intentions. The result indicates the positive significant relationship between the role overload and burnout. As the individual will be burdened with multiple roles at a time, it increases the exhaustion in a person and it will lead to turnover intention. Resilience lessens the effect of burnout and turnover intentions and workplace support also shows the significant effect on study variables. Findings of this study will guide the school administration in protecting school teachers from burnout and turnover intentions by providing social support in the workplace and trained them to come up with the difficult situations. Further studies may be conducted to study same relationship in college and university teachers as well.
Development and Validation of Professional Development Inventory for Young Entrepreneurs in Pakistan This research project was designed to develop and validate the Entrepreneurial Professional Development Inventory for Young Entrepreneurs in Pakistan and to examine the predictive relationships between professional development and other variables with the entrepreneurial orientation of young entrepreneurs. The primary objective of this study is to identify the key characteristics and factors that contribute to an entrepreneur's success. In the context of Pakistan, where entrepreneurship is still in its early stages, various theoretical paradigms, from trait theories to behavioral motivation perspectives, have sought to explain its significance. Despite facing ongoing challenges in economic development and growth, Pakistan's need to enhance productivity has become increasingly urgent. In this scenario, entrepreneurs play a crucial role in driving the country's overall economic progress. To achieve these objectives, a mixed-method approach was employed, comprising three studies conducted in multiple phases. Study I was qualitative, utilizing a phenomenological exploratory approach to investigate the professional development of successful Pakistani entrepreneurs. A purposive sampling technique was applied, targeting 25 successful entrepreneurs (18 men and 7 women, aged 40 to 60) from Islamabad, Lahore, Rawalpindi, and Karachi. Semi-structured Interviews were used to explore the experiences of successful Pakistani entrepreneurs. The obtained data was transcribed using a simple transcription method by Kuckarz (2014). The information was narrowed down to only relevant factors and characteristics. Thematic analysis was used to analyze the data manually and develop descriptive, organizing, and global themes (Clarke et al., 2015). Six major themes emerged from the thematic analysis of ix data. The themes included Business Obstacles/Troubles, Personality Characteristics/Traits, Business Ethics and conduct, Competencies and skills, Antecedents of Success, and Guidelines/Road Map for Young Entrepreneurs. Study II was a quantitative investigation conducted in three phases. Phase I focused on the development of the instrument for the study. Following the confirmation of construct fidelity and content validity, the inventory items underwent principal axis factoring using the oblimin rotation method on a sample of 350 young business graduates (261 men, 89 women, aged 23 to 30). This analysis resulted in the retention of 35 items, organized into a well-defined five-factor structure: Entrepreneurial Traits, Entrepreneurial Acumen, Entrepreneurial Values, Managerial Skills, and Leadership Skills. Together, these factors accounted for 66.80% of the variance. The outcome of this process was the development of the indigenous Entrepreneurial Professional Development Inventory for Young Entrepreneurs (EPDI). Phase II involved conducting a confirmatory factor analysis on a sample of 300 young entrepreneurs (222 men, 78 women, aged 30-60) using AMOS. This analysis resulted in a refined Entrepreneurial Professional Development Inventory (EPDI) comprising five factors and 32 items, which met all the model fit standards (CFI = .95, GFI = .94, RMSEA = .05). Phase III focused on establishing convergent validity, revealing a significant positive relationship between the EPDI and related entrepreneurial scales. Study III aimed at testing the EPDI. A purposive sample of 300 young entrepreneurs from various cities in Pakistan was selected to evaluate the study hypotheses and correlations. Data were collected using a demographic datasheet and several scales, including the Entrepreneurial Professional Development Inventory for Young Entrepreneurs, the Scale for Perceived Risk & Barrier (SPRB), The Mini-IPIP6, The x German Ethical Culture Scale (GECS), the Entrepreneurial Knowledge, Skills, Competencies and Performance Scale (EKSCP), the Entrepreneurial Self-Efficacy Scale (ESFS), and the Entrepreneurial Orientation Scale (EOS). Pearson correlation analysis showed that the EPDI had a significant positive relationship with all scales except the Mini-IPIP6. The EPDI demonstrated reliability, and the data were analyzed using SPSS-27. Group differences were assessed through t-tests and ANOVA, revealing significant differences in EPDI scores based on gender, age, marital status, family system, and educational background. The findings provide valuable insights for young entrepreneurs, startups, and educational institutions, emphasizing the importance of developing specific traits, characteristics, and skills for professional growth. Additionally, current entrepreneurs and business professionals can use these insights to identify and address gaps in their practices, enhancing their chances of success and growth.
PARENTAL REJECTION AND RELATIONSHIP QUALITY OF UNIVERSITY STUDENTS: LOOKING THROUGH THE PRISM OF EMOTIONAL INTELLIGENCE Parental rejection can let individuals think themselves as unworthy of love, causing lifelong adverse consequences socially, psychologically, emotionally effecting relationships of individuals throughout life. Present study was conducted to see the impact of parental rejection on relationship quality and to explore the role of emotional intelligence and communication apprehension in university students. Research consisted of two phases, pilot study and main study. Pilot study was carried out to examine the psychometric properties, practicality and relevancy of instruments in local population. The pilot study was conducted using inclusion criteria on a sample of 100 university students (46% males, 54% females) with age range of 19-24 years by convenient sampling representing whole population. Main study sample consisted of 508 university students (girls = 245, boys = 263) aged 19 to 24 years (M = 21.62, SD = 1.74) were selected from Islamabad and Rawalpindi. English versions of Parental Acceptance Rejection Questionnaire (Rohner, 1991), Network of Relationships (Furman & Buhrmester, 1985), State-Trait Anxiety inventory (Spielberger, 1983) and Trait Meta-Mood scale (Salovey & Mayer, 1995) were used. Data was analyzed statistically through SPSS-25. Measures used in study depicted satisfactory and acceptable reliability. Results indicated that parental rejection is significantly negatively correlated with closeness in relationship with parents whereas significantly positively related with discord in relationship with parents (p > .05). Results indicated that communication apprehension is significantly negatively related with closeness and significantly positively related with discord in relationship with parents. Mediation analysis revealed that communication apprehension acts as mediator in parental rejection and closeness but did not mediate with discord in relationship with mother and father. Moderation analysis revealed that emotional intelligence partially moderated the relationship between parental rejection and relationship quality with parents, where emotional iii intelligence mediated between mother rejection and closeness with mother, and between father rejection and discord with father. Results also revealed boys perceived parental rejection more as compared to girls. Study further showed that students living in joint family scored higher on remembrance of mother hostility, emotional intelligence whereas students living in nuclear family system scored higher on communication apprehension.