Impact of Workaholism on Teachers' Occupational Professionalism at the Secondary School Level

Abstract

The current study was designed to identify the impact of workaholism on teachers' occupational professionalism that influences the teaching-learning process of secondary school teachers to equip them professionally. The major objectives of the study were to explore the impact of workaholism on teachers' occupational professionalism at the secondary school level. All the teachers teaching in secondary and higher secondary schools in tehsil Sargodha were the population of the study. Teachers were selected through multistage random sampling. From 190 schools, 100% of teachers from 20 % of schools were selected, and the sample size was 691. Questionnaires were developed for secondary school teachers' responses & validated through expert opinion. Pilot testing was done, and the reliability coefficient Cronbach Alpha values for workaholism and teacher's occupational professionalism were 0.729 and 0.850, respectively. The collected data were analyzed by using frequencies, percentages, and mean scores. Pearson correlation revealed a moderate positive relationship between workaholism and occupational professionalism of secondary school teachers, which means workaholism enhances teachers' occupational professionalism. It is concluded that if some of the school work needs to be done immediately, it puts a heavy burden on teachers' minds, so it is recommended that after assigning the task to teachers' the school principal should give them some time to complete it or maybe in group work so they can complete school work through mutual consultation & collaboration in this regards they can improve their efficiencies to make proficient.