EXPLORING TEACHERS’ OCCUPATIONAL STRESS AND COPING STRATEGIES: A QUALITATIVE STUDY IN MALIR DISTRICT, KARACHI, PAKISTAN

Abstract

Teacher occupational stress has become a significant challenge affecting teachers’ well-being and educational quality, particularly in developing countries. The purpose of the study was to examine the reasons for teacher stress, its effect on the professional performance and coping strategies used by teachers working in Malir District, Karachi. The research approach adopted was the qualitative research design, with the data collected through semi-structured interviews with eight teachers indicated by purposive sampling from public and private schools. Thematic analysis method was used to analyze the data. The results showed that high workload, administrative stress, disruptive student behaviour, limited teaching materials and unrealistic parental expectations were the main contributing factors of occupational stress. It also revealed that teachers' emotional health, physical health, motivation, and effectiveness were adversely impacted by stress. Teachers primarily managed stress through peer support, spirituality, positive thinking, and effective time management. The study suggests the need for institutional support, better working environment, and teacher well-being programs to boost teacher efficiency and quality of learning.