Abstract
This paper examines the relationship between occupational stress and job
satisfaction among secondary-school-heads in the province of Khyber
Pakhtunkhwa. A sample of only 402 secondary-school-heads (Male n = 260,
Female n = 142) was selected with the help of multistage sampling technique.
A descriptive and correlative design was employed. Two standardized tools
were employed i.e., "Occupational Stress Index (OSI)" and Minnesota
Satisfaction Questionnaire (MSQ) for seeking the responses. Pearson's
correlation and linear regression were employed to analyze data statistically.
The findings exposed a strong inverse relation between occupational stress
and job satisfaction. Furthermore, a substantial negative correlation between
all the subscales of occupational stress and overall job satisfaction is also
present. Eight subscales of occupational stress, i.e., role ambiguity,
responsibility for persons, under participation, unreasonable group and
political pressure, low status, strenuous working conditions, peer group
relations, and unprofitability were found significant predictors and have
negative effect on job satisfaction. So, the researchers recommend focusing
reduction in the level of occupational stress among secondary-school-heads.
Elementary and Secondary Education Department should have collaboration
with policy makers to formulate rewarding and effective strategies for stress
reduction for secondary school heads to have high spirit for yielding good
outcomes.
Authors
1-Qaiser Suleman PhD Scholar (Education), Institute of Education & Research, Kohat University of Science & Technology, Kohat, Pakistan. 2-Ishtiaq Hussain Associate Professor, Institute of Education & Research, Kohat University of Science & Technology, Kohat, Pakistan. 3-Saib Shehzad Associate Professor, Department of Education, Abdul Wali Khan University Mardan, Mardan, KP, Pakistan.
Keywords
Relationship; Occupational Stress; Job Satisfaction; SecondarySchool-Heads
DOI Number
10.31703/gssr.2018(III-II).15
Page Nos
237-272
Volume & Issue
III - II
