Maqsood Aneela, Gul Seema, Noureen Nazia, Yaswi Arooj
National Centre for Research on Suicide Prevention, Department of Behavioral Science, Fatima Jinnah Women University, Rawalpindi 44000, Punjab, Pakistan.
General Studies Department, College of Humanities and Sciences, Prince Sultan University, Riyadh 11586, Saudi Arabia.
Behav Sci (Basel). 2024 Jun 25;14(7):532. doi: 10.3390/bs14070532.
In the evolving landscape of education, college teachers often find themselves at the crossroads of myriad stressors, ranging from institutional demands to personal challenges. Understanding the factors that influence their stress perceptions and coping mechanisms is pivotal, not just for their well-being, but also for the overall quality of education imparted. This study sought to investigate the intricate relationships between gender, marital status, institutional affiliation, and their collective impacts on perceived stress, stress appraisal, and coping strategies among college teachers. A sample of 300 college teachers, evenly split with reference to gender, was engaged. Employing tools including Perceived Stress Scale (PSS), Stress Appraisal Measure (SAM), and Brief COPE, the analysis of the study used independent samples -test and Pearson Product Moment Correlation to derive insights. Findings revealed pronounced gender disparities in stress perception and appraisal, with women teachers manifesting heightened levels. Marital status emerged as a significant modulator of stress and coping, with married teachers depicting nuanced stress and its appraisal with reported coping strategies compared to their unmarried peers. Furthermore, a significant variance in perceived stress and coping was observed between teachers of private and governmental institutions, with private institution teachers displaying elevated stress levels. The study underscores the multifaceted nature of stress experiences among college teachers in Pakistan, influenced by a blend of personal and institutional determinants. These insights are pivotal for institutions aiming to enhance the well-being and effectiveness of their teachers. However, given the specific cultural context of the study, there is an imperative for more global, comparative research, ensuring holistic support mechanisms for teachers worldwide.
在不断演变的教育格局中，大学教师常常发现自己处于众多压力源的交叉点，从机构要求到个人挑战不一而足。了解影响他们压力认知和应对机制的因素至关重要，这不仅关乎他们的幸福，也关乎所传授教育的整体质量。本研究旨在调查性别、婚姻状况、机构隶属关系及其对大学教师感知压力、压力评估和应对策略的综合影响之间的复杂关系。研究选取了300名大学教师作为样本，按性别平均划分。研究采用了包括感知压力量表（PSS）、压力评估量表（SAM）和简易应对方式问卷（Brief COPE）在内的工具，运用独立样本t检验和皮尔逊积差相关分析来得出见解。研究结果显示，在压力感知和评估方面存在明显的性别差异，女教师的压力水平更高。婚姻状况成为压力和应对的一个重要调节因素，与未婚教师相比，已婚教师在报告的应对策略中表现出细微的压力及其评估。此外，私立和公立机构教师在感知压力和应对方面存在显著差异，私立机构教师的压力水平更高。该研究强调了巴基斯坦大学教师压力体验的多面性，受到个人和机构因素的综合影响。这些见解对于旨在提高教师幸福感和效能的机构至关重要。然而，鉴于该研究的特定文化背景，迫切需要进行更具全球性、比较性研究，以确保为全球教师提供全面的支持机制。
