University Teachers In Pakistan Research Articles

Challenges and Opportunities about ChatGPT in Higher Education: A Qualitative Study about University Teachers in Pakistan

Challenges and Opportunities about ChatGPT in Higher Education: A Qualitative Study about University Teachers in Pakistan

Factors of Job Stress among university teachers in Pakistan A conceptual review

University teaching is universally known for its stressful nature. The university teachers are exposed to various stressors at work as a result of which their working performance is affected. The current study has conceptually reviewed the different factors of Job Stress among university teachers in Pakistan by using non-systematic narrative review technique. Following review of existing literature, the findings of current study revealed nine potential factors as determinants of Job Stress among university teachers in Pakistan. These factors were related to both intra and extra organizational environments of universities in Pakistan. This study concludes that university teaching is a stressful profession in Pakistan. The problem of Job Stress should be managed both at individual and institutional levels. Individually the academic staff members should get awareness about causes and consequences of Job Stress. At institutional level the management of universities should provide Stress free conducive environment, so that university teachers could be saved from the devastating effects of Job Stress.Â

Sick-Leave Due to Burnout Among University Teachers in Pakistan and Finland and Its Psychosocial Concomitants

Abstract The study examines sick leave due to burnout among 476 university teachers in Pakistan and Finland and its relationship with a number of psychosocial concomitants with the help of a web-based questionnaire. Sick leave due to burnout was significantly more frequent in Pakistan. An alarming finding was that 19.2 % of 26−35 year old Pakistani teachers had been on sick leave due to burnout, while in Finland, the percentage for this age group was zero. Results from a MANOVA revealed that good working conditions, social support at work, and promotion opportunities were all rated as significantly better by the Finnish sample. Workplace bullying was also significantly less frequent in Finland. The findings suggest that young university teachers in Pakistan are especially at risk of experiencing occupational stress and burnout.

Online Teaching During COVID-19: Exploration of Challenges and Their Coping Strategies Faced by University Teachers in Pakistan

The provision and practice of an online environment have become the main challenge for many institutes including universities during the COVID-19 pandemic. However, the use of an online learning system was used by the majority of the teachers through an understanding of the adoption of ICT with the major challenges faced by them during the teaching–learning process. It has been found through this study that the teachers are lacking in ICT literacy. Therefore, they are facing online classroom management and connectivity issues throughout their journey during COVID-19. This study aims to explore the challenges and coping strategies faced by university teachers during the pandemic of COVID-19. A qualitative research method with a case study approach was used to get an in-depth understanding of the phenomenon of online teaching during COVID-19. Interviews were collected from eleven teacher educators (TEs) of the university. After analyzing the data, nine themes were generated with major findings, that is, connectivity issues, online teaching methods and techniques, learning environment for online teaching and learning, and challenges faced by teachers. The study findings are a good sought of addition and contribution for the university policymakers to evaluate, influence, and ensure the successful implementation of the e-learning system. Additionally, it is a suggestion for the university management to arrange some workshops or training programs for TEs to improve productivity and performance during their online teaching.

Assessment of Burnout Syndrome and Physical Activity of the University Teachers – A cross-sectional Observational Study

Background: Burnout and physical activity (PA) are two critical determinants of health. The burnout and PA of the university teachers in Pakistan are not well, established. The main objective of the present study is to determine the prevalence of burnout syndrome and the level of physical activity in university teachers.
 Methodology: The sample of university teachers (n=505) was drawn from 14 public/private universities in Peshawar using a partly convenient, non-probabilistic method based on an exhaustive and up-to-date database of all universities in Peshawar. Data were collected on these parameters: socio-demographics, anthropometrics (body weight, height, and body mass index: BMI), Burnout using Maslach Burnout Inventory (MBI-ES), and PA level. The global Physical Activity Questionnaire developed by WHO (GPAQ-WHO) was used. 
 Results: The sample consisted predominantly of males (78%) with a mean (SD) age of 37.5 ± 7.9 (Range: 28 – 60). The results demonstrated that 19% of university teachers suffered from burnout syndrome, with most of those with job experience <10 years. The mean PA for all the respondents was 955.1 MET minutes/week, with significant differences in PA levels of male and female teachers from public vs. private universities (p, for all trends < 0.05). The proportion of physically active university teachers was 63.6% (95%CI 56.6 to 68.2), with a higher proportion of university teachers without Burnout Syndrome being physically active than those with Burnout Syndrome (73.5% (95%CI 68.1 to 79.3) vs. 21.6% (95%CI 16.5 to 24.6). Only a small number of university teachers could achieve the recommended levels of PA with differences between genders and university types.
 Conclusion: Work-related burnout is seen in teachers with poor physical activity, and females are mostly affected. Public sector universities showed a greater burnout rate. The public sector needs to revitalize the staff and train them to manage their workload efficiently.

A Moderated Mediation Model of Emotion Regulation and Work-to-Family Interaction: Examining the Role of Emotional Labor for University Teachers in Pakistan

This study develops an Employee Emotional Engagement Model in the work and family domain using structural equation modeling. The effects of transiting from work to family role are measured via the experience sampling method over 2 weeks from 126 university teachers. Multilevel modeling results indicate that family engagement worsened when employees engaged in surface acting but improved when they engaged in deep acting. Furthermore, work-to-family conflict mediates the negative relationship between surface acting and family engagement, while work-to-family enrichment mediates the positive relationship of deep acting on family engagement. Employees older in age, married, and with bigger family size predict a higher level of work-to-family conflict and lower level of work-to-family enrichment. Findings reveal that females experienced stronger enrichment from work to family while deep acting compared to males. Analyses also revealed that family engagement strongly predicts work engagement in employees.

Impact of Organizational and Individual Factors on Knowledge Sharing Behavior: Social Capital Perspective

This study aims to develop, examine, and test organizational and individual predictors of knowledge sharing behavior of teachers in the higher education sector in Pakistan. The study examined the direct and indirect effects of organizational factors on knowledge sharing behavior (KSB) through individual factors. The social capital theory has been utilized to explain the premise of this research. This study uses a survey design. Data has been collected from 269 university teachers in Pakistan. A Structural equation modeling has been used to test the hypotheses using SPSS and Amos. The Data supported the hypotheses. This Study concludes that organizational and individual are important for enhancing KSB as organizational factors work through individual factors to influence the KSB of faculty members.

ASSOCIATION AMONG EMOTIONAL INTELLIGENCE AND JOB SATISFACTION OF UNIVERSITY TEACHERS IN DISTRICT CHARSSADA, KHYBER PAKHTUNKHWA, PAKISTAN

Purpose of the research: To cope with the upcoming challenges in the contemporary work environment and especially in organizational features, Emotional intelligence (EI) and Job satisfaction (JS) are taken as main highly interested assumptions by researchers because of serving as a viable role in the personal and organizational life of personals.
 Methodology: Quantitative approach with a questionnaire as a research tool having 205 sample sizes was distributed among universities teacher’s in-district Charssada to collect the data. A random sampling technique was used for sample selection. KMO and Bartlett's Test for validity and Cronbach alpha for reliability were used respectively. Furthermore, statistical analysis was done by the researchers through descriptive statistics, t-test compression, and multiple regression analysis.
 Main Findings: The teacher’s emotional intelligence shown a significant positive correlation with JS. furthermore, various aspects of EI were also explored for correlation with Job satisfaction. Results showed that ‘‘emotion regulation (ER)’’ (B=.362, p<.05) and ‘‘Social skills (SS)’’ (B=.564, p <.05) and self-awareness(SA)’’ (B=0.096, p <.05) have a positive and significant relationship with JS. While the last dimension of emotional intelligence, social-awareness (So-A) (B=0 .30, p >.05) was not found to be related to job satisfaction. Furthermore, ‘emotion regulation (ER)’’ was found to be a suppressor variable in the present research.
 Applications of this study: The role of teachers’ emotional intelligence with the background to increase their job satisfaction level will be enlightening through this research. This study will also help university teachers to know their own emotions as well as the others, at the workplace. Results will help stimulate further research. Implications of the findings are discussed for academics and practitioners.
 Novelty/Originality of this study: The core message of this study based on the correlative link of job satisfaction and emotional intelligence is that more rational thoughts are needed rather than effective action for teacher’s better performance in the workplace. From a theoretical perspective, the mentioned study focuses on important constructs and taking into account that, limited research is found on these two notions in the Pakistani context. Finding the relationship of emotional intelligence with job satisfaction in public university teachers in Pakistan is the novelty of the study as the research on this spectrum in the local population has not been considered before.

An Evidence-Based Framework for Reducing Occupational Stress and Burnout in Pakistani Universities

The aim of the study was to design a framework for university administrations to provide guideline for the effective management of the issues of occupational stress and burnout among university teachers in Pakistan. A total of 320 university teachers participated in the study. Of the respondents, 144 (45%) were female, and 176 (55%) were male. The questionnaire was especially constructed for the study and it comprised six subscales. The results showed that there was no significant gender difference between the scores of the respondents except on one scale. The results show that university teachers are not satisfied with the efforts made by university administrations to deal with problems of occupational stress and burnout. In the light of the results, a framework has been designed for university administrations in Pakistan.
 Keywords: Burnout, Framework, Pakistan, Occupational stress, University teachers, University administration

Envy at Workplace: Examining its Sequential Effect on Cyberbullying, Organizational Politics and Job Satisfaction in University Teachers in Pakistan

Academic jealousy and politics is a well-known concept. Similarly, envy is a common human behaviour, however, research on these concepts, particularly on envy and its types has remained limited until recently. Envy can trigger harmful behaviours, such as workplace bullying and escalate political activity, especially when the envious intends to damage the envied. This study analyses the effect of malicious envy on job satisfaction with mediation of cyber bullying and organizational politics. A survey study of 359 questionnaires filled by university teachers in Pakistan was conducted. Analysis was conducted using structural equations modelling through Smart-PLS. Construct validity and discriminant validity were established for all constructs. Mediation was analysed through process approach specified by Preacher and Hayes (2006). Findings revealed that malicious envy positively influenced cyberbullying behaviour and increased organizational politics. Results also demonstrated that malicious envy at workplace does not affect job satisfaction when observed independently, however when the mediators of cyberbullying and organizational politics are involved, the relationship between malicious envy and job satisfaction becomes positive. It means that persons having malicious envy feelings towards their colleagues felt satisfied by engaging in bullying and politicizing activities.
 Keywords: Malicious envy, Cyber bullying, Organizational politics, Job satisfaction

An Interpretative Phenomenological Analysis of Challenges Faced by the University Teachers in Pakistan Amid Covid-19

Purpose- This study aimed to analyse the challenges faced by the university teachers during the transition towards purely online-based classes due to Covid-19 outbreak in Pakistan.
 Design/ methodology- A qualitative research design was used by employing an interpretative phenomenological analysis approach to capture the experience of university teachers. Interviews were conducted with the participants selected through snowball sampling technique.
 Findings- The findings showed that the university teachers in Pakistan had to cope up with many challenges. The specific factors such as infrastructural problems, student’s behavioural issues and difficulties in the assessment of student’s performance indicate that physical classrooms are a more effective mode of learning than the online mode of learning.
 Originality/ value- This is among the first studies in addressing the online learning challenges faced by university teachers in Pakistan during Covid-19 outbreak.

Impact of personal and organizational factors on knowledge sharing attitude of university teachers in Pakistan

Purpose The purpose of this study is to examine the attitude of faculty members towards knowledge-sharing in the University of Education, Lahore. The impact of personal and organizational factors that may contribute to effective knowledge-sharing among the university’s teaching staff is also analyzed. The factors affecting the willingness of the faculty members to share knowledge are broadly classified as “organizational” and “personal” factors. Design/methodology/approach A questionnaire-based survey was conducted on permanent teaching staff working at different campuses of the University of Education all over the province of Punjab, Pakistan. The survey instrument for this study was adapted from four studies. The questionnaires were distributed among 246 faculty members personally. Findings The findings of the study showed that the faculty members were familiar with the importance of knowledge-sharing and were also interested in sharing their knowledge and expertise with others. The results showed that organizational factors (trust, reward system and organizational culture) played a vital role in enhancing the knowledge-sharing attitude of faculty members. The impact of these factors on knowledge-sharing attitude was significant. Originality/value This is the very first study which explored the personal and organizational factors of knowledge-sharing in a specific academic institution from Pakistan. The findings of the research provided useful insights to the management of the University of Education particularly and other universities in general to design strategies for enhancing knowledge-sharing culture in the higher education institution. These findings may also be helpful for other developing countries.

Psychological Well-being of University Teachers in Pakistan

Psychological Well-being of University Teachers in Pakistan

Workplace Ostracism and Employee Reactions among University Teachers in Pakistan

This study investigated the positive and negative behavioral outcomes resulting from the pragmatic and psychological impacts of workplace ostracism experienced by university teachers in Pakistan. Using a qualitative and phenomenological approach, the data were gathered from 20 ostracized teachers working in public and private sector higher educational institutions in Pakistan. The results revealed that participants faced both the psychological and pragmatic impacts of workplace ostracism. Most of the ostracized teachers indicated positive behavioral outcomes due to being collectivist and placing a high value on social relations. Ostracized teachers used resource investment strategies by improving in-role and extra-role performance that reflect their re-inclusion expectations and less chronic prevalence of workplace ostracism. But participants showed their intention to engage in negative behaviors such as withdrawal, decreased performance, and resignation if they constantly face ostracism in future. The results of this study can be used by the university administration to develop an inclusive and non-discriminatory culture and policies to minimize the occurrence of workplace ostracism.

Role of Core Self Evaluation and Acquired Motivations in Employee Task Performance

The study developed and tested a model to examine the influence of personality traits and motivational needs on task performance behavior of university teachers in Pakistan. Using convenience sampling technique, 650 structured questionnaires were administered to faculty members in Pakistani universities. The findings showed that core self evaluations influence acquired-motivational needs that is need for power has positive impact on task performance behaviors than need for achievement, whereas need for affiliation has no impact on task performance behavior. This study has added to existing literature by introducing motivational needs as an important facilitator in the link between core self-evaluations and task performance behavior. This is among first studies that has incorporated core self-evaluations within the acquired needs framework particularly in the Asian context. Major implications of the study were also discussed.

How and What They Share? A Qualitative Study about Knowledge Sharing Practices of University Teachers

The current study is concerned with the knowledge sharing practices of university teachers in Pakistan. The prime purpose of this study was exploring the different types of knowledge, different channels used by teachers, and identification of different factors in knowledge sharing process. The semi structured interviews with 15 heads of different department were conducted. The researcher personally approached to respondents and collected the data. The main findings indicated that majority of respondents shared that although they considered technology as a powerful knowledge spreading. The study recommends that there is the dire need to provide the organizational support to these practices by developing a broad mechanism of knowledge sharing.

Relationship of Biometric Attendance System with Performance, Job Related Stress and Satisfaction of University Teachers in Pakistan

The main target of this research study is to dig-out the impact of biometric attendance on teachers’ performance at Hazara University. A self-administered structured questionnaire is developed for data collection. A sample of 150 employees are chosen from the targeted population through stratified random sampling. The collected data is collated, coded, and punched in the SPSS for descriptive and inferential analysis. The results point out that 67% of those informants are male, while 33% are females. The highest number, 58% of employees are in Grade-18, and only 5% employees are in Grade-21. Further, it shows that 88% participants are agreed to the installation of biometric attendance system. However, 87% respondents agreed that biometric system ensures teachers attendance on time. Moreover, correlation analysis results indicate that biometric system has a strong positive significant relationship with employees’ attendance and employees’ performance. But it has a significant negative relationship with job-related stress. Alongside, by independent sample T-test, gender differences are found that females are more in job-related stress than male due to the biometric system. The study concludes that biometric system has a high-level significant influence on the teachers’ attendance schedule and their performance. Further, the study recommends the application of biometric attendance system in academia, it will, in turn, improve and ensure the performance level of employees.

Stress and Coping Strategies of University Teachers in Pakistan

The purpose of the present study was to identify the perceived job stressand stress coping strategies used by the teachers in Pakistani universities.The study used a survey research design comprising two segments: a)first section identifies how the presence of negative factors and theabsence of positive factors cause stress for university teachers in theircareers. b) The second part identifies the coping strategies used by themto explore the ways for effective stress management. The data wascollected by the instruments Perceived Job Stressors (Kanner, Kafry, &Pines, 1978) and The Coping Inventory (Carver, Scheier, & Weintraub,1989) to identify the stressors and the preferred coping strategies used bythe faculty. The data indicate that university faculty experience stressboth due to presence of negative factors and absence of positive factors.The most important stress coping strategy used by them was positivereinterpretation & growth, followed by turning to religion, planning,suppression of competing activities, active coping, restraining coping,seeking social support for emotional reasons, acceptance, mentaldisengagement, alcohol-drug disengagement, focusing on & venting ofemotions. Moreover, age of teachers influence the adaptation of abovementioned three coping strategies namely positive reinterpretation &growth, turning to religion, and mental disengagement.

Organizational Culture and Knowledge Sharing Behavior: Examining Serial Mechanisms

This study aims to examine how hierarchy organizational culture affect the knowledge sharing behavior of teachers in higher education institutions and universities and its mediated link through formal knowledge governance mechanism and knowledge sharing opportunity. A sample of 269 teachers was drawn from university teachers in Pakistan and structural equation modeling is used to test the hypotheses. The results of this study suggest that first, hierarchy organizational culture is positively associated with knowledge sharing behavior of teachers. Second, formal knowledge governance mechanism fully mediated the relationship between hierarchy organizational culture and knowledge sharing behavior. Third, knowledge sharing opportunity fully mediated the relationship between hierarchy organizational culture and knowledge sharing behavior. Finally, the relationship between hierarchy organizational culture and knowledge sharing behavior is sequentially and fully mediated by formal knowledge governance mechanism and knowledge sharing opportunity. Theoretical and managerial implications are discussed followed by limitations of the study along with suggestions for future research.

Investigating the Effects of Terrorism on Emotional Stability of University Teachers in Pakistan

Investigating the Effects of Terrorism on Emotional Stability of University Teachers in Pakistan