An Empirical Study of Emotional Distress, Motivation, and Work-related Performance among College Teachers
Abstract
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On account of high job demands and the minimum availability of resources, college teachers experience serious emotional distress at work. This distress reduces work motivation and adversely affects the work performance of teachers. For addressing this critical issue, the current study aims to investigate the impact of emotional distress on college teachers’ motivation and work performance. It is a cross-sectional research. For gathering the required information, data was collected from 150 college teachers who were selected through convenient sampling technique. Additionally, standardized research measures were employed to collect the data from the participants. DASS-21 was used to assess emotional distress. Work Task Motivation Scale (WTMS) and Individual Work Performance Questionnaire (IWPQ) were used to assess the motivation and work performance of the teachers. Later, SPSS version 21 was used to carry out the statistical analysis. The results revealed that emotional distress is a true predictor of a lack of motivation and low work performance among college teachers. The findings of the current study can help policymakers in developing policies to improve organizational settings, reduce emotional distress and address other mental health issues among college teachers. Furthermore, the study also provides evidence for promoting job resources and enhancing the work performance of teachers.
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