Workplace Stress And Employee Job Satisfaction Among University Teachers: Role Of Work Engagement

Abstract

Purpose - Compared to other professions, teaching encounters workplace stressors that disturb teachers' performance. Stress at work has always been a source of job dissatisfaction in the education sector, and the proposed study intends to explore the impact of workplace stress on job satisfaction among university teachers. The current study further analyzed the role of work engagement in workplace stress and employee job satisfaction among university teachers.

Design/methodology/approach - In this article, the authors used quantitative methods employing a questionnaire survey that analyses workplace stress, employee job satisfaction and work engagement among purposively selected 200 university teachers from private (n= 120) and government (n= 80) universities of Sargodha City. The Workplace Stress Scale by Marlin Company (2001), the Job Satisfaction Scale (Brayfield & Rothe, 1951) and the Utrecht Work Engagement Scale (Schaufeli et al., 2006) were used to measure the constructs of the study. 

Findings - The collected data from 200 university teachers showed that male teachers were 55.5% (n = 111) of the total sample, whereas female teachers were 44.5 % (n = 89). Around 60% (n = 120) were from the private sector, and 40% (n = 80) were government teachers. 56.5% (n = 113) were married whereas 43.5% (n = 87) were unmarried. 74.5% (n = 149) have experience of fewer than eleven years, whereas 25.5% (n = 51) have experience of more than ten years. Teachers from government universities tend to have more workplace stress than private university teachers. Meanwhile, teachers from private universities have more job satisfaction and work engagement than government teachers.

Originality/value - This study demonstrates how workplace stress impacts university teachers' job satisfaction. It adds valuable knowledge by examining the differences between private and public institutions. The results offer practical insights for academics and policy-makers, boosting comprehension and well-being in the educational field by applying recognized measures for validity.