A Study on Examining the Factors Causing the Stress Level of Teachers While Shifting Towards Online Mode of Education in Pakistan

Authors

  • Darakhshan Muslim Phd Scholar, Department of Education, Superior University Lahore, Pakistan Author
  • Khawaja Hisham-ul-Hassan Assistant Professor, Commerce Department, Superior University Lahore, Pakistan Author
  • Meimoona Riaz PhD Scholar, Department of Education, Government College University, Faisalabad, Punjab, Pakistan Author
  • Ayesha Sultan Department of Statistics, Virtual University of Pakistan Author

DOI:

https://doi.org/10.61506/01.00116

Keywords:

Technological challenges, Workload, Multiple Tasks, Work-life Balance

Abstract

This study aims to investigate the factors contributing to the stress levels of teachers in educational institutions of Pakistan during the shift towards the online mode of education. This quantitative study used a survey questionnaire to obtain data from the teachers. The questionnaire included the items on workload, technical hurdles, social contact, and work-life balance of distance learning teachers while transmission towards online mode. A sample size of 75 teachers was selected for the study. The findings of the study showed that technological challenges such as connectivity issues, coping up with new emerging technology, meeting deadlines and multitasking are the major factors of stress for teachers. They find it difficult to somewhat keep the balance between personal and professional life. On the other hand, the teachers are satisfied by the provided institutional support. 

References

Bruggeman, B., Garone, A., Struyven, K., Pynoo, B., & Tondeur, J. (2022). Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress. Computers and Education Open, 3, 100095.

Dara, L.V., & Shanmuganathan, J. Continued Stress Among Teachers Due to Covid-19 Pandemic and Strategies of Stress Management among Higher Education Institutions Bangalore.

Dehghan, F. Teachers’ Rise of Stress and Burnout in Online Classes: Causes and Solutions.

Gonser, S. (2021). Schools, not teachers, must reduce stress and burnout—Here’s how. Edutopia, February, 11.

Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers' Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching. Journal of Pedagogical Research, 4(4), 444-452.

Mosleh, S. M., Kasasbeha, M. A., Aljawarneh, Y. M., Alrimawi, I., & Saifan, A. R. (2022). The impact of online teaching on stress and burnout of academics during the transition to remote teaching from home. BMC Medical Education, 22(1), 475.

Pato, S., & Fontainha, E. (2021). Sources and consequences of teachers’ stress during the Covid-19 pandemic. Revista Portuguesa de Investigação Educacional, (22), 1-17.

Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., & Dailey, M. M. (2023). Teachers, stress, and the COVID-19 pandemic: A qualitative analysis. School mental health, 15(1), 78-89.

Downloads

Published

2023-12-25

Issue

Section

Articles

How to Cite

Muslim, D. ., Hisham-ul-Hassan, K. ., Riaz, M. ., & Sultan, A. . (2023). A Study on Examining the Factors Causing the Stress Level of Teachers While Shifting Towards Online Mode of Education in Pakistan. Bulletin of Business and Economics (BBE), 12(4), 282-287. https://doi.org/10.61506/01.00116

Similar Articles

1-10 of 224

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)