Virtual Work Procrastination And Work Stress Among University Teachers: Role Of Job Autonomy And Family Support

Abstract

Virtual working was becoming more popular than ever. New technology makes all this possible. While there were certainly benefits and also some drawbacks. Current pandemic situation changed the dynamics of working conditions and environment. The study explored the effects of those changes in an individual’s personal life and how one balance their work and family. Study investigated the moderating effect of family support and job autonomy during online working and reduces [1]work stress. Age, gender, job experience, university status and job status were demographics of the study. The study was quantitative. A sample of 300 participants was collected through purposive from Rawalpindi and Islamabad. The scales used for collecting data were: Procrastination at Work Scale (Metin et al., 2016), Job autonomy scale (Breaugh, 1985), Family Support Scale (Uddin, M. A., & Bhuiyan, A. J., 2019), General Work Stress Scale (Gideon P. de Bruin & Nicola Taylor, University of Johannesburg 2005). All ethical considerations were followed in the study. Data was analyzed through SPSS and model testing. The results showed that procrastination was negatively correlated with work stress. Female university teachers scored higher on procrastination and work stress. Regular job status university teachers experienced higher level of procrastination and work stress. Younger age university teachers procrastinate more as compared to middle and old age teachers. Job autonomy moderated the relationship between work procrastination and work stress while family support had no influence on study variables.