Occupational stress and its impact on teachers’ personal characteristics and social well-being: Evidence from the Omani educational system
Abstract
Purpose. This study explores the impact of occupational stress on schoolteachers’ personal characteristics and social well-being in Oman, while identifying key workplace stressors influencing these outcomes. Methodology. A quantitative research design was adopted, employing structural equation modeling (SEM) to assess direct and mediating effects of occupational stress. A sample of 450 teachers from public and private schools in Oman was selected through stratified random sampling. Data were collected using culturally adapted, validated self-report instruments. Reliability and validity were confirmed (Cronbach’s α > 0.85). SPSS (v26) and AMOS (v24) were used for analysis. Findings. Workload (β = 0.52), administrative tasks (β = 0.38), and limited resources (β = –0.29) significantly contributed to occupational stress. In turn, stress negatively influenced personal characteristics (β = –0.80) and social well-being (β = –0.70), highlighting its mediating role between workplace conditions and teacher outcomes. Theoretical implications. The study reinforces theoretical models such as the transactional model of stress and the conservation of resources theory, demonstrating their relevance in the Omani educational context. Practical implications. The findings call for interventions to reduce stress through workload management, administrative streamlining, and enhanced institutional support, promoting teacher well-being and retention. Value of results. This study provides novel insights from a culturally specific setting, offering practical guidance for educational reform and policymaking in contexts with similar systemic challenges.
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