Author(s)

Isra Gulzar, Zarafshan Ashraf, Abdullah Mehmood

Institute of Administrative Sciences, University of the Punjab, Lahore, Pakistan.

Workplace stress and distress are the terms abundantly present in the literature. These terms have been studied and explored numerous times in multiple contexts. However, the literature contains evident gaps in exploring the other outcome of stress, which is eustress. This study aimed to explore the different Workplace distress and eustress among teachers during the pandemic. The current study investigates the potential stressors and their outcomes among private school teachers also the role played by COVID-19 and technology-based learning. For this purpose, the qualitative research design is used. Semi-structured in-depth analysis was used to collect data using the snowball sampling technique. The empirical findings revealed that teachers were highly stressed. Work overload, role conflict, workplace politics, organizational support, job insecurity, and financial strains are the major sources of workplace distress. Another contributing factor is technology stress, especially during COVID-19. On the other hand, positive stressors play a significant role in developing the feeling of eustress among teachers and reportedly have a positive impact on their health, satisfaction, behavior, performance, and commitment.

Distress, Distant Learning, Education System of Pakistan, Eustress, Teachers Stress Level, Administration & Management Role

Gulzar, I. , Ashraf, Z. and Mehmood, A. (2022) Workplace Distress and Eustress among Teachers during the Pandemic. Open Journal of Social Sciences, 10, 156-176. doi: 10.4236/jss.2022.1011012.