Teachers Stress and its Impact on Their Self-Efficacy: An Evidence from Okara District

Abstract

Stress is an important area of study in social sciences as it result in multiple complications. People suffering from stress encounter issues of productivity. It is the case with the teachers when they suffer from stress affect their self-efficacy. The current study attempted to find out the relationship between teacher’s stress and self-efficacy. The study is based on quantitative research technique and a sample size of 622 teachers selected through multistage sampling technique. Regression analysis was applied to determine the relationship between the variables. the findings of the study show that increase in the stress decreases the self-efficacy among teachers. The Adjusted R Square value of .898 suggests that the model is a good fit, as it takes into account the number of predictors included in the model. Similarly, for every one unit increase in Parent/ Teachers Relations, Time Management, Employee/ Administrator Relation, or Teacher/ Teacher Relations, the Teacher Self Efficacy score is expected to decrease by -.397, -.383, -.395, and -.396 units, respectively, holding all other predictor variables constant.