Author: Azka Arshad
Supervisor: Iram Fatima, Ph.D
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
The study was carried out to investigate the relationship between job stress
and cognitive failure in school teachers. It was hypothesized that job stress
would have a positive relationship with cognitive failures. It was also
hypothesized that job stress would be associated with cognitive failures in
public and private school teachers in a different way. The sample consisted
of (n = 100) female school teachers of public and private school sectors of
Lahore. Teachers of Lahore from different private and public sectors
voluntarily took part in the study. Job stress scale by Parker and Decotiis
(1983) and occupational cognitive failure questionnaire by Allahyari,
Rangi, Khosravi, and Zayeri, (2011) were used as assessment measures.
Data was analyzed by t-test, correlation and regression. Results of t-test
showed the significant mean differences in education, experience, working
hours at school and number of students
they teach. Correlation analysis was run which proved the hypothesis that
job stress was positively related to cognitive failures. Results from
regression analysis revealed that only time pressure predicted cognitive
failures in both private and public school teachers and anxiety did not
predict cognitive failures in teachers of any school sector.
Keywords: Job Stress, Teachers, Cognitive Failures.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: firstname.lastname@example.org, Phone: 92-42-9231245