Examining the Relationship of Occupational Self-Efficacy, Job Stress, and Job Performance among University Teachers of Quetta

Abstract

Background: For teachers and other professionals, occupational self-efficacy is essential to controlling work-related stress and enhancing performance, underscoring the significance of confidence and self-belief.
Methods: The technique section intends to investigate the relationship and moderating of occupational self-efficacy in the link between job stress and job performance among university professors. 180 university professors with various levels of expertise are included in the study. The variables were measured using the Workplace Stress Scale, Job Performance Scale, and Occupational Self-Efficacy Scale. Before distributing questionnaires in teachers' during business hours, practical sampling was used and informed agreement was sought.
Result: The study's findings showed a negative link between workplace stress (WSSC) and job performance (JPSC) (r = -.51, p .01) as well as a negative correlation between workplace stress and occupational self-efficacy (OSESC). Job performance and occupational self-efficacy had a positive connection (r = -.44, p .01). The results of the l1inear regression analysis showed that, with a small effect size (R2 =.06), occupational self-efficacy (=.24, p .001) and job stress (= -.60, p .001) significantly predicted job performance. Job performance was significantly impacted by the interaction between occupational self-efficacy and job stress (=.04, p .001), demonstrating that occupational self-efficacy mediates the link between job stress and performance. Additional research revealed that lower levels of occupational stress have a more pronounced detrimental impact on job performance. Further analysis revealed that the detrimental impact of job stress on job performance was stronger at lower occupational self- efficacy levels (-1 SD) (b = -1.04, p .001), moderate at the mean level (b = -0.60, p .001), andlessened at higher levels (+1 SD) (b = -0.16, p = 0.21). According to these findings, the impact of job stress on an individual's ability to perform well at work depends on their level of occupational self-efficacy.
Discussion: The moderating effect of occupational self-efficacy in the association between job stress and job performance among university professors was examined in this study. The results showed that occupational self-efficacy had a favorable impact on job performance and a negative impact on occupational stress, whereas job stress and job performance were negatively correlated. Additionally, the study found that people with 3 to 5 years of teaching experience had greater levels of workplace stress. These findings emphasise the significance of addressing workload, role conflict, rewards, training, and counselling in the context of university teaching to reduce workplace stress and enhance job performance.