The Level of Work-Related Stress Experienced by Primary School Teachers: A Quantitative Study of Public and Private School Teachers in Lahore, Pakistan
DOI:
https://doi.org/10.62843/jssr.v6i4.767Keywords:
Work-Related Stress, Primary School Teachers, Teacher Performance, Occupational Stress, Pakistan, Private Schools, Public SchoolsAbstract
Teaching is widely recognized as a demanding profession, and primary school teachers often experience work-related challenges that can affect their well-being and professional performance. In Pakistan, limited empirical research has explored the specific sources of stress among primary school teachers and its possible effects on their performance. This study aimed to examine the level of work-related stress experienced by primary school teachers in Lahore to explore its relationship with their professional performance. A quantitative cross-sectional survey design was used to collect data from 360 primary school teachers working in public and private schools in Lahore. Data were gathered through a structured 36-item questionnaire adapted from established instruments. The collected data were analyzed using descriptive statistics, independent samples t-test, and correlation analysis. The findings showed that primary school teachers experienced a moderate to high level of work-related stress. Workload and administrative responsibilities were identified as the most prominent sources of stress, indicating that teachers face considerable demands beyond their regular classroom responsibilities. Emotional effects of stress were also commonly reported. The findings further revealed that private school teachers experienced higher levels of work-related stress than public school teachers. Moreover, a significant positive relationship was found between work-related stress and negative effects on teachers’ professional performance. The study concludes that work-related stress is a significant concern among primary school teachers in Lahore. It highlights the need for supportive school environments, manageable workloads, stress management initiatives, and organizational policies that promote teachers’ well-being and professional effectiveness.
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