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Educators' self-esteem: the effect of perceived occupational stress and the role of organizational support

Muhammad Rehan Masoom (School of Business and Economics, United International University, Dhaka, Bangladesh)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 12 May 2021

Issue publication date: 21 June 2021




This research investigates the mediation effect of perceived organizational support on the relationship between organization-based self-esteem and perceived occupational stress of teachers.


The present quantitative venture follows a causal research design to unveil the relationship among organization based self-esteem (independent variable), perceived occupational stress (dependent variable) and perceived organizational support (intervening variable). The research surveys 813 educators from nineteen selected distinct areas of Dhaka city; the survey instrument has twenty-six items apart from some general inquires about the respondents. To address the dynamic interplay among these variables, a confirmatory factor analysis (CFA) is conducted within a structural equation modeling (SEM) framework.


Teachers with low self-esteem perceived a high level of occupational stress, whereas teachers who perceived high organizational support feel low occupational stress. Increasing organizational support not only increases organization-based self-esteem but also mediates the relationship between self-esteem and occupational stress.

Practical implications

Teachers' stress is not only an increasing problem over the years but also it was one of the top six most stressful professions. The present study outlines the possible organizational initiatives that can reduce the stresses of the teaching profession.


The findings of the present study square with several theoretical frameworks such as the job demands–resources (JD–R) model and conservation of resources (COR) theory. The results highlight the fact that allowing school teachers to express their ideas and points of view makes them feel esteemed. Likewise, good relations with the school head and getting positive feedback are found to be contributing factors. The teachers feel lesson planning overburdensome and undue office inspections hurt their self-esteem. Any school can increase the self-esteem of the teachers by providing support and training to adjust to changes.



Masoom, M.R. (2021), "Educators' self-esteem: the effect of perceived occupational stress and the role of organizational support", International Journal of Educational Management, Vol. 35 No. 5, pp. 1000-1015.



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