International Journal of Business, Economics and Finance

2020, Vol. 1(1), 13-29

Exploring the Factors affecting Teacher’s Effectiveness in Higher

Education: An Empirical Analysis of District Gujranwala, Pakistan
Saba Hameed
(Corresponding Author)
Department of Business & Commerce,
GIFT University, Gujranwala, Pakistan
Email: saba.optimistic@gmail.com

Khizra Safdar Khan

Department of Business & Commerce,
GIFT University, Gujranwala, Pakistan
Email: khizra.safdar@gift.edu.pk

Abstract
The paper highlights the factors that influence the effectiveness of teachers in higher
education. Teachers are the most important part of society as they considered as nation
builders. In this paper, factors such as mental well-being and work stress over teacher’s
effectiveness are investigated. This paper is based on quantitative data and collected
through structured questionnaires from 150 male and female teachers of public and
private colleges and universities in district Gujranwala using a cluster sampling
technique. According to the results, work stress has a statistically significant difference
in teacher’s effectiveness while mental well-being and demographics have no significant
difference in the teacher’s effectiveness. The findings of the study indicate that external
factors play a more important role than individual factors in terms of effectiveness. The
paper recommends that simulated social skill training should be adopted for achieving the
teacher’s effectiveness. By providing a favorable environment under teacher training and
development programs, non-cognitive aptitudes i.e., self-esteem, personality, confidence
can be enhanced. Meditation and Yoga should be used to overcome stress among
teachers.
Keywords: Teacher’s Effectiveness, Job Stress, Mental Well-being
JEL Classification: A20, I23, I31
How to Cite:
Hameed S., & Khan, K. S. (2020). Exploring the Factors affecting Teacher’s
Effectiveness in Higher Education: An Empirical Analysis of District Gujranwala,
Pakistan. International Journal of Business, Economics and Finance, 1(1), 13-29.
1. Introduction
It is an undeniable fact that education makes a man and knowledge is power.
Development of nations depends on how educated their nationals are who productively

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participate in economic growth and development. Education is considered as the most

important determinant for the development of a nation. No country can sustain economic
progress without making a considerable investment in its human capital. Education
improves people’s mind in understanding themselves as well as the world. Education
develops standards of living and raises the quality of life and brings social welfare to
individuals and society. Education nurtures people's efficiency and creativeness and
indorses entrepreneurship and technical developments. Above all, it plays a very critical
role in fortifying economic and societal advancement and enlightening revenue
distribution (Siddique et al. 2018).
In lower-income countries, education is the core of eliminating poverty (Siddique et al.,
2016) and other economic imbalances i.e. high population growth rate, low level of living
and productivity, adverse geography, low level of industrialization etc. In the broad
sense, it is also pronounced as the human capital (Nowak and Dahal, 2016; Sen, 1999).
High investment in human capital leads to higher economic growth to justify human
capital in production function (Mankiw et al. 1992).
Pakistan's public outflow on education as a proportion to GDP is assessed at 2.4% in the
financial year 2018-19, which is lowermost in the region (Education Budget for Fiscal
Year 2018-19). For the improvement and growth in economic development, education
providers i.e. teachers are the precious assets. The significance of a teacher in the
educational process is undeniable. In the field of education or a specific teaching-learning
situation, he or she is the ultimate agent who gives out knowledge, frames the schedule,
selects reading materials, plays the role of a subject specialist, and evaluates learning
outcomes and help pupils to overcome their difficulties and personal problems (Kaur et
al., 2014).
One has to know exactly what role a teacher needs to play in shaping the lives of
individuals. Besides his educational qualifications, his personal qualities count a lot in
making one’s good teacher. Nevertheless, current policy debates in education tend to
focus on outcomes-based evaluation and accountability for teachers which are, at best,
indirect influences on classroom practices and student achievement (Ball and Forzani
2009; Kingdon et al., 2013). On the other hand, small consideration is paid to day-to-day
operations of educator human capital forms, which specifically impact student outcomes.
Certainly, the enhancement of teachers' knowledge, skills, and dispositions plays a key
role in human & social development.
The teaching profession requires dedication, perseverance and patience. There are various
qualities which a teacher needs to have, for example, good and pleasing personality, right
attitude towards education, knowledge of teaching skills, knowledge of child psychology,
sound mental well-being, etc. Well-being is one such aspect, which contributes a lot to
the process of education. When we say well-being, it does not mean only physical well-
being but it also means mental well-being. Hence, the teacher is the only one that can
help his nation attains her dreams and aspiration, as no education system and by
extension the entire nation can rise above the quality of its teachers (Federal Government
of Nigeria 2004).

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Adoption of new methods and technology in production is found to have played an

important role in developing countries (Lee, 2001; Adawo, 2011). Hence, emphasized on
the importance of well-educated labor force Kim & Terada-Hagiwara (2013).
Unfortunately, there seems to be a shortage of research in Pakistan in the related areas of
teacher motivation, teacher’s morale, role conflicts and anxiety of teachers. There have
yet been very few studies on teacher stress and mental well-being.
Faculty in higher education institutions is delicate for providing teaching quality.
Institutions of higher education yield great pride in encouraging and recognizing teaching
excellence through workshops, training, seminars, prize distribution programs, and
occasional publications of their work. In educational quality, teachers are being more
concerned which can be demonstrated in the compliance of standards, increasingly
higher.
1.2 Statement of Problem
Numbers of teachers in Pakistan are low as compared to enrollment ratio. There are short
studies on improving the effectiveness of teachers that enhances their economic
productivity. Various variables and situations occupy the central position in the stress and
mental well-being among teachers working in a different type of Colleges and
Universities, right from the first appointment, to the superannuation stage. Hence the
knowledge of these variables (Presage, process, product and economic standards)
becomes a pre-requisite and vital for researchers, academicians, other intellectuals and all
those concerned with this system in the context of higher education. The reason to
conduct this study is to analyze the impact of demographic factors, mental well-being and
work stress on teacher’s effectiveness. The paper also attempts to suggest some policy
implications for the improvement of the teacher’s effectiveness. Teaching is the most
stressful or extremely stressful profession prevailing in modern ages (Pithers & Soden
1998). This has been gaining a growing concern issue in teachers and needs a great deal
of attention in today’s research (e.g., Adams, 2001; Arikewuyo, 2004). Based on the
above discussions, the statement of the hypothesis is as follows:
H1: Demographic factors significantly affect the teacher’s effectiveness
H2: Mental well-being significantly affects the teacher’s effectiveness
H3: Work stress significantly affects the teacher’s effectiveness
The main construct of the paper follows a literature review of previous studies. The
sampling technique, instrument design, proposed research model, measurement model,
data analysis methods and results are discussed in subsequent sections.
2. Literature Review
Alavi & Benadeki (2005) have explored mental wellbeing and its associated individual,
organizational and family-related factors among teachers working in special schools of
region Kerman, Iran. The sample consisted of 266 special school teachers. Various data
analysis instruments (Man-Whitney, Spearman Coefficient test) were used to compute
the data. The results of these tests acknowledged the following factors of mental

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wellbeing. Experience in teaching, level of education attained, recognition of teaching

profession in family, management style, teacher’s family members, appropriate
opportunities for enhancing education, economic wellbeing, income, adequate working
place, suitable educational place, work commitment and satisfaction. Overall the mental
wellbeing was found moderate among teachers of special schools.
Jijia and Aitao (2008) conducted a quantitative study on Chinese teachers to measure the
state of mental wellbeing. The finding of the study identified that college teachers have
considerably greater existence of mental disorders than teachers of kindergarteners,
middle and primary schools. Such undesirable prevalence among teachers is increasing
tremendously since 2000. Moreover, it had been discovered that the mental disorder of
teachers employed in the country level was more extreme from teachers employed in
small towns.
Ahsan, et.al, (2009) conducted a study on University staff in Malaysia to examine the
relationship between work effectiveness and work stress. As a growing trend of
universities in Malaysia, university staff experience more stress in their works to achieve
desired goals by the respective organization. One of the reasons is the university’s
management role that receives stress from competitive universities. To address this issue
they investigated various determinants of work stress that are effecting university staff
and influencing their quality work. These determinants were workload pressure, work
ambiguity, management role, homework interface, performance pressure and relationship
with others. The area they have chosen for the current study was the Klang Valley in
Malaysia.
Jorm et al. (2010) realized that mental sickness arises frequently over the years of
teenage. That is why; teachers of high school are considered initial counsellors of
students while realizing student’s mental disorders. A mental well-being training session
is required for such teachers to enrich their skills. To test an experimental trial of such
training, by cluster sampling technique teachers of High schools were selected from
South Australia. A first training session was provided to seven school teachers. To check
the outcomes of this training, data was collected through a questionnaire consisting of
pre-training and post-training questions.
Bhardwaj and Singh (2013) explored the relationship between teachers personality and
teachers effectiveness. They tried to answer what kind of personality influences their
effectiveness. To hypothesize their findings TES (Teacher effectiveness scale) and
Maudsley Personality Inventory (M.P.I.) were used among 500 teachers of higher
secondary schools. The study was descriptive and exploratory. Teacher effectiveness and
their personality differences were compared using t-test. They argued that high
effectiveness was found in an extrovert type of teachers whereas low effectiveness was
found in introvert type teachers.
The present investigation was carried out by Malik et al. (2017) to identify the attributes
of work stress among 533 teachers of 25 public universities in Pakistan and Finland. The
total sample consisted of 228 females and 305 male teachers. For this study, a five-point
Likert scale questionnaire was designed to measure the factors of work stress among

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university teachers in Pakistan and Finland. The web-based questionnaire has four
subscales, namely workplace bullying, good working conditions, promotion &
development opportunities and social support at work. The results of univariate analyses
illustrated that in Finland, three variables have significant effect i.e. promotion &
development, social work at support and good working conditions are higher than
Pakistan. While workplace bullying variable effect was highest in Pakistani male teachers
than Finnish males. Stress symptoms were scored higher in Finnish females than male
teachers; it showed a slightly weak but significant relation in gender difference.
Gandhi (2017) explained that teachers can be more productive and creative if a good
working environment, handsome salary packages and opportunity for promotions are
provided to them. The present study was applied to the 100 teachers of Degree Colleges
situated in district Abohar, India using occupational stress index (OSI) and work
satisfaction scale (JSS). Descriptive statistics results reported that a considerable negative
relationship was found between work stress and work satisfaction (coefficient of
correlation value -0.30 at a significance level of 0.05 and 0.01) in line with the findings
of Kyriacou and Sutcliffe (1978). The higher the work stress the lower will be work
satisfaction and vice versa.
Good student-teacher relationship increases teacher’s productivity, while, misbehavior of
students decrease the mental wellbeing of a teacher. This relationship exists as a mediator
in the model of teacher’s wellbeing. To test this hypothesis, Aldrup et.al (2018) collected
data through a self-designed questionnaire to assess student misbehaviour; Mashlach
burnout inventory MBI to measure emotional fatigues and student-teacher relationship
scale (Pianta, 2001) from 227 teachers of 106 secondary schools located in Germany. The
results of descriptive statistics (mean, standard deviation and correlation) showed a
significant relationship between student misbehavior and teacher wellbeing (r = 0.51, p <
.001). These negative mediating variables effect on teacher’s wellbeing i.e. an increase in
emotional exhaustion and a decrease in zeal and zest. Teacher’s wellbeing is enhanced
with a good and friendly relationship with students (emotional exhaustion: r = -0.36, p <
.001. work enthusiasm: r = .42, p < .001).
Jeffrey and Gretchen (2018) explored how teacher’s emotions, reality insightful and
performance is affected by classroom circumstances. The respondents of 21 elementary
school teachers located in Southeast of United States participated in this study through
semi-structured interviews using consensual qualitative research technique. This
technique was recommended in a study by Hill et al. (1997). The aim of using CQR is to
know the teacher's perceptions through consensual data analysis. 20 females and one
male participated in this study, their teaching experiences range up to more than twenty
years (M=10.04 years). Findings of the study exposed that psychosocial hurdles are
prevailing among teachers that are disrupting their effective teaching methods.
As limited studies have done to explore the effect of mental well-being and work stress
on teacher’s effectiveness, by taking presage, product, process and economic standards
specifically in higher education in Pakistan. The investigator feels the need for
conducting a systematic study of measuring determinants of teacher’s effectiveness

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among teachers working in a different type of colleges and universities. Literature shows
there have been studies on teacher stress and mental well-being, particularly in primary
and secondary schools level. There is still a gap in higher education context where studies
are requisite on teacher effectiveness.
3. Theoretical Framework
This section demonstrated the theoretical framework for the job stress & mental health
impact on teacher’s effectiveness based on the literature.
3.4 Job Stress
According to Selye, stress is a condition recognized by a disorder that comprises all the
non-specifically triggered fluctuations in the body (Krohne, 2001). Stress can be
Affirmative as well as negative as different people perceive different levels of stress. The
euphoric state has Affirmative effects as the amount of stress is moderate for those who
are experiencing it while the dysphoric state has negative effects as the amount of stress,
in this case, is extreme for those who are experiencing it.
3.5 Mental Well-being
World Health Organization (WHO, 1999) defines mental well-being as a situation in
which an individual has no disease, disability or any kind of sickness and led a peaceful
life. The ability to deal with one’s environment where gut feelings are contented is
termed as mental well-being. A mentally healthy person faces the reality of life
confidently and demonstrates balanced behavior in every sphere of life. Mental well-
being is considered as an important element of well-built personality.
3.4 Teacher Effectiveness
Snyder et al. (1991) stated that a teacher is effective who constantly accomplished desired
goals which emphasize students learning either directly or indirectly.
Dunkin (1997) define teacher proficiency as the possession of necessary skills and
knowledge and performance of the teacher as he or she acts in the process of teaching
while using teaching practices and practical implications. The term effectiveness refers to
the examination of cognitive and non-cognitive abilities of a teacher, his skills and
capabilities as well as learning outcomes and performances of the students.
3.4 Determinants of Teacher Effectiveness
Teacher’s effectiveness can be characterized to the given standards;
 Presage Standards
 Process Standards
 Product Standards
 Economic Standards

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3.4.1 Presage Standards

It implicates personal traits, capabilities and aptitudes of a teacher, for instance,
intellectual and academic capability, intelligence, creativeness, skills, abilities. It also
involves non-cognitive aptitudes for instance values, personality, self-esteem, self-
confidence, interests and beliefs. The non-cognitive aptitudes of a teacher can be
enhanced by providing a favorable environment under teacher training and development
program.
3.4.2 Process Standards
It involves practical implications of teacher’s skills, capabilities and aptitudes, verbal and
non-verbal communication, and teacher’s activities in classrooms environment. Teaching
expertise, proficiencies and competencies can be enhanced by micro-teaching. Presage
standards precede process standards and have attributes of effective teaching.
3.4.3 Product Standards
It encompasses the student accomplishment, learning outcomes and change in behavior
which have been developed in them by learning. The product standards are reliant on
both presage and process standards. Usually, teachers and teaching effectiveness can be
measured by student outcomes and accomplishments and their feedback. The
development and adaptation reforms of teachers’ activities eventually impact product
standards.
3.4.4 Economic Standards
It comprises financial and monetary wellbeing of teachers which enhances their
economic status. It includes an increase in salary, compensation, benefits, bonuses,
gratuities and works security as well as training and development programs.
3.4.4.1 Increased Salary
Increase in salary enhanced the social and economic status of a teacher. They regard
themselves among the superior class in society and also reduce many of their mental
well-being problems, tensions, anxieties. Healthy minds are more creative and productive
and are more efficient.
3.4.4.2 Security of Employment
Teachers ought to have the security of work so that they might work in the respective
institutions with full confidence in their future. The rules and regulations of service
organizations should be amended and they should be compulsorily observed keeping in
view the future security of their employees.
3.4.4.3 Training of Teachers
Teachers should be sent for training and refresher courses from time to time so that they
may become acquainted with the latest teaching techniques. This will improves efficiency
in teacher and make his attitude more liberal and progressive.

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3.5 Conceptual Framework

The conceptual framework explains the theoretical framework, which shows the impact
of work stress and mental well-being on the effectiveness of teachers.

Affirmative Reality
Self-analysis insightful

Unified Self-
Personality sufficiency

Teamwork Ecological
synergy Mastery

WORK Demographic
MENTAL
STRESS Factors
WELL-BEING

Employee
Empowerment
TEACHER's
EFFECTIVENESS
Work Work Age
Burden Ambiguity
Gender
Policy
Job Hazard PRESAGE
Violation
STANDARDS Qualification
PROCESS
STANDARDS Experience

PRODUCT Level of
STANDARDS Teaching
Mode of Employ
ECONOMIC
STANDARDS
Marital Status

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4 Methodology
4.1 Sample
The unit of perception in the current study is teachers working in Private and Public
Colleges and Universities of Gujranwala District. The investigation depends on the
overview because of cross-sectional information, where every representative was
considered as the unit of perception alongside data was accumulated in regards to the
teachers currently employed. Cluster sampling techniques are used and data is collected
from 150 teachers working in private and public colleges and universities in Gujranwala
district.
The response rate was 75.66% which was acceptable in social sciences (Fowler, 1988).
The participants were 80% female and 20% male with a mean age of 37.6 years. More
than 50% of them were married (107 respondent or 52.71%), 71 single, 17 separated, 8
divorced. The sample represented 192 were Malays, 7 Chinese, 3 Indian and only 1
foreigner. The average experience of the participants in their present profession was 7.2
years. The response rate was 67.66% which was very much acceptable in social science
research (Fowler, 1988). The participants were 62.56% female and 37.44% male, 50% of
them were married (76 respondent or 50.6%), 64 single, 05 separated, 05 divorced. The
sample represented 101 were Master’s degree holder, 40 were MPhil and 9 were PhD.
The average experience of the participants in their present profession was 1-5 years.
50.6% teachers were working in the private sector while 49.4% belongs to public sector
institutions.
4.2 Survey Instrumentation
In the present study, primary data is employed for analytical purposes. The data was
collected using a demographic questionnaire, work Stress questionnaire developed by
Srivastava and Singh (1981). The scale is subdivided into subscales of Work burden
(RO), Work Hazard (JH), Employee Empowerment (EE), and Work ambiguity (RA) and
Policy violation (RV). Mental well-being inventory (M.H.I) is being used in the current
paper to measure the Affirmative mental well-being of teachers. It has been designed and
standardized by Jagdish and Srivastava (1983). The prominent features of the M.H.I are
the symptoms of mental wellbeing and the absence of mental ill well-being of
individuals. Teacher effectiveness scale (TES) is a self-administrative scale and is
designed by D. N. Mutha and Pramod Kumar in 1974.
4.3 Scoring of the Scale
All the 28 items of teacher effectiveness scales were false keyed statements. These were
given the score of 1,2,3,4, and 5 for strongly disagree, disagree, undecided, agree and
strongly agree respectively. The total sum of these values gives the teacher effectiveness
score for the subject content. Total score varies from 28 to 140 showing high teacher
effectiveness to low teacher effectiveness. In the present paper, cluster sampling
techniques are used and data is collected from 150 teachers working in private and public
colleges and universities in Gujranwala district.

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4.4 Data Analysis Method

Test statistics of ANOVA is calculated to test the significant difference among categories
of being more effective, effective and less effective to factors under consideration using
SPSS stats version 19 (Table 1). This research paper has one endogenous variable i.e.
Teacher effectiveness that is measured through 4 items presage standards, product
standards, process standards and economic standards. Second, Partial Least Square
Structural Equation Modeling is used to check the reliability of the model. Internal
consistency (reliability) was tested for the theoretical model. Two methods are used to
test the internal consistency (i.e. Cronbach alpha and composite reliability).
Table 1: Demographic Factors (ANOVA) Results
Demographic Factors F-Statistics
Age 0.03*
Gender 0.03*
Qualification 0.02**
Teaching Experience 0.00***
Level of Teaching 0.00***
Marital Status 0.00***
Mode of Employment 0.01**
Source: Estimated from Teachers Survey, 2019,
Note: *** represents significance at 99% confidence level, ** represents significance at
95% confidence level, *represents significance at 90% confidence level
According to the ANOVA test for Demographic factors, The variable qualification and
mode of employment found to be significant level at 95 percent confidence level and the
variable teaching experience, level of teaching and marital status found to be significant
at 99 percent confidence level. This indicates that there exists a significant difference
between means of three independent and interrelated categories of effectiveness (more
effective, effective, and less effective) with respect to demographic factors.
5 Results and Discussions
5.1 PLS Estimations
PLS version 3 is used to analyze the data and to develop a combination of factor model
and path model. Partial Least Square Structural Equation Modeling is used to check the
reliability of the model. The results of PLS estimations are discussed in this section.
5.2 Partial Least Square Structural Equation Modeling
In partial least square structural equation modelling technique, two models were
examined i.e., measurement model and structural model
5.2.1 Measurement Model
In the measurement model, two analyses were performed i.e. common factor analysis and
confirmatory factor analysis (CFA). These analyses were performed and their detail is
presented as following one by one.

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5.2.1.1 Common Factor Analysis

Common factor analysis is the first step of the measurement model. At this stage, all
observed variables of study constructs are verified. For this purpose, outer loading is
checked of observed variables. Outer loadings show a correlation of observed variables
with their respective latent construct. As per criterion, if the resultant value of outer
loading is below 0.50 then that item is dropped (Hair et al., 2014). The common factor
analysis of study variables (i.e. Work burden, Employee Empowerment, Work ambiguity,
Work Hazard, Policy violation, Affirmative Self Evaluation, Unified Personality,
Teamwork synergy, Reality insightful, Self-sufficiency and Ecological Mystery) was
measured.
5.2.1.2 Confirmatory Factor Analysis
At the second step, confirmatory factor analysis (CFA) was examined of all latent
variables (i.e. Work burden, Employee Empowerment, Work ambiguity, Work Hazard,
Policy violation, Affirmative Self Evaluation, Unified Personality, Teamwork synergy,
Reality insightful, Self-sufficiency and Ecological Mystery). Confirmatory factor analysis
supports to examine internal consistency, convergent validity, and discriminant validity
of all latent variables. 11 items were dropped due to low outer loading and finally, 36
items included in the study (outer loading > 0.50). Confirmatory factor analysis is as
follow.
5.2.1.3 Internal Consistency
Internal consistency (reliability) was tested for the theoretical model. Two methods are
used to test the internal consistency (i.e. Cronbach alpha and composite reliability). These
are presented below.
5.2.1.4 Cronbach Alpha
Cronbach alpha is used to test the internal consistency initially. Cronbach alpha provide
an estimation of reliability by utilizing correlation between research variables with the
assumption that equal reliability lies between variables. Results characterize high internal
consistency as Cronbach alpha of variables is upper than the threshold of 0.70
recommended by Fornell and Larcker (1981). Results are shown in Table 2.
Table 2: Results of Cronbach Alpha
Variable Cronbach Alpha
Mental Well-being 0.92
Work Stress 0.86
5.2.1.5 Composite Reliability
Composite reliability is used to test the internal consistency of research variables. Outer
loadings are used to gauge composite reliability. Composite reliability results lie between
0.87-0.93 which shows high internal consistency as results are higher than 0.70
recommended by Arnold and Reynolds (2003). Results are shown in Table 3.

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Table 3: Results of Composite Reliability

Variable Composite Reliability (CR)
Mental Well-being 0.93
Work Stress 0.87

Summary of all results of the measurement model (i.e. common factor analysis and
confirmatory factor analysis) are presented in Table 4.
Table 4: Summary of Measurement Model Results
Outer Cronbach
Latent Variables Items Retained CR
Loading Alpha
Employee
EE1, EE2, EE4 0.55-0.73 0.66
empowerment
RO1, RO2, RO3, RO4,
Work burden 0.53-0.62 0.77 0.93
RO5
Work ambiguity RA1, RA2, RA3 0.60-0.76 0.75
Policy violation RV1, RV2, RV3 0.57-0.59 0.76
Affirmative Self
PSE2, PSE4, PSE5 0.50-0.68 0.82
Evaluation
Unified Personality IP2, IP3, IP4, IP5 0.53-0.69 0.79 0.87
Teamwork synergy GOA1, GOA2, GOA3 0.50-0.75 0.73
Reality insightful PR1, PR2, PR3, PR4, PR5 0.54-0.64 0.72
Self-sufficiency A1, A2, A3, A4, A5 0.54-0.64 0.84
Environment Mystery EM1 0.57 0.50
5.3 Structural Model
After a thorough checkup of the measurement model, the structural model is tested for
research hypotheses.
5.3.1 Specification of the Structural Model
The structural model is presented in Figure 1. The structural model is presenting a mean
score of eleven latent variables. Out of these variables, mental well-being and work stress
are exogenous variables (independent variable). Teacher effectiveness is endogenous
variables (dependent variable).
5.3.2 Exogenous Variable
This research has two exogenous variables i.e. mental well-being and work stress. Mental
well-being is measured through 6 items i.e. Affirmative Self Evaluation, Unified
Personality, Teamwork synergy, Reality insightful, Self-sufficiency and Ecological
Mystery, while work stress is measure through 4 items i.e. Work burden, Employee
Empowerment, Work ambiguity, Policy violation.

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5.3.3 Endogenous Variables

This research study has one endogenous variable i.e. Teacher effectiveness that is
measured through 4 items presage standards, product standards, process standards and
economic standards.

Figure 1: Structural Model after Outer loading

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6 Conclusion
Three null hypotheses are formulated for the present study. First was hypothesized that
demographic factors have no significant difference in the teacher’s effectiveness. Results
revealed that β=0.10, p>0.05 (0.43) demographic factors has no significant impact on
teachers effectiveness. The findings of the study might indicate that external factors may
play a more important role than individual factors in terms of teacher’s effectiveness.
Second was hypothesized that mental well-being has a significant difference in teacher’s
effectiveness. Results revealed that β=-0.14, p>0.05 (0.10) which showed that mental
well-being negatively correlates with teacher’s effectiveness. The results revealed that
perhaps there exist some discrepancies over the age of respondents, the radius of the
population included in the study. Perhaps this negative impact is due to the region of the
population selected or the understanding and exposure level of the respondents. With this
respect, it might be inferred that institution administration could have a crucial impact on
regulating the working conditions and thus, affecting the mental well-being of the
teachers.
This suggests that teachers in this sample may believe that they can perform the
behaviors necessary to produce the desired outcome but, at the same time, feel quite
negatively about themselves generally (Passer and Smith, 2008).
Third was hypothesized that work stress has a significant difference in teacher’s
effectiveness among higher education teachers. Results revealed that β=0.23, p=0.01
which showed that work stress has a significant difference in the teacher’s effectiveness.
High-stress level brings a low level of effectiveness and vice versa.
6.1 Proposed Recommendations
Simulated social skill training should be adopted for achieving the teacher’s
effectiveness. By providing a favorable environment under teacher training and
development programs, non-cognitive aptitudes i.e., self-esteem, personality, confidence
can be enhanced.
Teachers are dissatisfied with the educational policies and administration, pay and other
benefits, material rewards and advancement. All the institution administrators and higher
authorities should take a keen interest in developing and maintaining the positive mental
health of teachers. Also, it will increase the teacher’s performance by influencing
decisions based on mental health.
The development and adaptation reforms of teacher’s activities in the classroom
environment must be addressed effectively to achieve good results. The rules and
regulations of service organizations should be amended and they should be compulsorily
observed keeping in view the future security of their employees.
Increase in salary enhanced the social and economic status of a teacher. They regard
themselves among the superior class in society and also reduce many of their mental
well-being problems, tensions, anxieties. Healthy minds are more creative and productive
and are more efficient.

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 Hameed & Khan
Exploring the Factors affecting Teacher’s Effectiveness in Higher Education

It is recommended that a stress management plan which can be work-shopped

strategically would serve as an intervention program for educators. It will assist in coping
with high-stress levels and improve work performance depending on the
levels of educator stress.
Stress management approaches need to be integrated into the teacher training curriculum
so that new teachers are better equipped to manage the inevitable stress of teaching.
Professional development opportunities should also be offered to existing teachers, to
enhance their effectiveness.
6.2 Educational Implications
This study will be helpful to educational planners, administrators and principals of
schools to improve the process of teaching and learning to get good results. Programs,
seminars and workshops should be initiated which facilitate the recognition, prevention
and treatment of stress-related problems among teachers. There should be programs
regarding mental health to improve cognitive and non-cognitive performance as well as
problem-solving ability among teachers. Teachers should be educated regarding work
stress and its effects so that they can improve their teaching to get a better result. The
whole education system is dependent on an effective teacher as they are the nation
builders so, teachers must be stress-free and mentally healthy. Meditation and Yoga
should be used to overcome stress among teachers. Various meditation and yoga camps
should be organized in educational institutions for improving mental health which in turn
will improve teacher effectiveness.
6.3 Suggestions for Further Research
This study has been conducted by taking into consideration the mental health, job stress
among teachers. Further studies can be conducted by taking more variables affecting
teacher effectiveness. Like other empirical studies this study is not without its limitations,
it can be conducted on a large sample on college and university teachers outside
Gujranwala region. The other variables like job satisfaction, school organizational
climate, self-esteem and locus of control, etc. can be included. The study can be
strengthened by increasing the sample size as the data analysis results and findings may
vary substantially when the sample size is increased or decreased.

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