DefinePK

Abstract

This study aimed to analyze the prevalence of psycho-social problems among secondary school teachers in Faisalabad, Pakistan, and to investigate the impact of these problems on teacher performance, considering demographic variables such as gender, location, qualification, and subject taught. A descriptive, cross-sectional survey design was employed. Data were collected from 500 secondary school teachers (257 male, 243 female) selected via random sampling from five tehsils of district Faisalabad. A self-constructed instrument, the Teachers Psycho-social Problems Survey (TPPS), with high reliability (Cronbach's Alpha = 0.94), was used. Data were analyzed using descriptive statistics, independent samples t-tests, and ANOVA. The most prevalent psycho-social problem identified was stress (M=3.96, SD=.94), followed by aggression (M=3.96, SD=1.18), and lack of cooperation (M=3.94, SD=.90). Significant differences were found across demographic groups: female teachers reported higher levels of aggression, stress, and cooperation, while male teachers reported higher anxiety and frustration. Rural teachers experienced significantly higher anxiety and frustration than their urban counterparts. Teachers with an M.Ed. qualification reported higher stress and overall psycho-social problems but better working environments than B.Ed. teachers. Science teachers reported significantly higher anxiety, frustration, and overall psycho-social problems than arts teachers. Teacher designation significantly impacted both psycho-social problems and performance. Psycho-social problems are prevalent among secondary school teachers and are significantly influenced by demographic factors. These findings underscore the need for targeted interventions, such as stress management workshops, improved administrative support, and better working conditions, to mitigate these issues and enhance teacher performance and, consequently, student achievement.