OCCUPATIONAL STRESS AND ITS INFLUENCE ON TEACHERS’ PERSONAL ATTRIBUTES AND SOCIAL WELL-BEING: PERSPECTIVES FROM THE OMANI EDUCATION SECTOR

Abstract

This study investigates the impact of occupational stress on teachers’ personal characteristics and social well-being in the Omani educational context during the 2022–2023 academic year. A quantitative research design was employed, utilizing a structural equation modeling (SEM) approach to examine the relationships between workplace factors, occupational stress, and its outcomes. Data were collected from 450 teachers across public and private schools in Oman, selected through stratified random sampling to ensure representation of diverse teaching levels, genders, and experience. Workplace factors such as workload (β = 0.52), administrative tasks (β = 0.38), and resource constraints (β = -0.29) were identified as significant contributors to occupational stress. The findings revealed that high stress levels negatively affected teachers’ social well-being (β = -0.70) and personal characteristics (β = 0.80). Inclusion criteria required participants to have at least two years of teaching experience, ensuring relevant insights into sustained workplace challenges. The study highlights the need for interventions aimed at reducing occupational stress by optimizing workloads, minimizing administrative burdens, and improving access to resources. These measures are crucial to fostering teacher well-being and enhancing the quality of education in Oman.