Abstract

Teachers in Pakistan face additional responsibilities like election, polio vaccination, and administrative tasks, which negatively impact their students' academic performance. Thus the current research investigates the correlation between the additional duties assigned to teachers and their levels of stress and burnout, and the impact of extra duties on the psychological well-being and job satisfaction of teachers. A descriptive survey method was used, with 130 teachers from government secondary and higher secondary schools selected through cluster sampling. A questionnaire was used to identify problems faced by teachers, with validity assessed through expert opinions and reliability measured through pilot testing using SPSS. The study proposed that clear guidelines and expectations regarding extra duties to ensure that teachers understand their responsibilities and workload should be established, resources such as additional training, professional development opportunities, and administrative assistance to help teachers manage their workload effectively for a healthy work-life balance.

Key Words

Problems, Teachers, Extra Duties, Questionnaire

Introduction

Teachers often encounter challenges when they are burdened with additional responsibilities beyond their primary role of educating students. According to a study by Smith and Smith (2019), teachers face increased stress and burnout when they are required to take on extra duties such as administrative tasks, committee work, or extracurricular activities. This can lead to decreased job satisfaction and overall well-being among educators.

Furthermore, research by Johnson et al. (2020) highlights that the time spent on extra duties can detract from teachers' ability to focus on lesson planning, grading, and providing individualized support to students. This can ultimately impact the quality of education delivered in the classroom and hinder student learning outcomes.

Teachers face a myriad of challenges when they are tasked with extra duties in addition to their primary teaching responsibilities. One significant issue is the increased workload and time constraints that come with taking on additional tasks. According to a study by Lee and Kim (2018), teachers often struggle to balance their regular teaching duties with extracurricular activities, administrative tasks, and committee work. This juggling act can lead to feelings of overwhelm, stress, and burnout among educators.

Moreover, the research conducted by Brown et al. (2019) highlights the negative impact of extra duties on teacher job satisfaction and morale. When teachers are stretched thin and required to fulfil multiple roles within the school community, they may experience a lack of fulfilment and motivation in their work. This can ultimately affect their overall job performance and commitment to their profession.

Additionally, the study by Garcia and Martinez (2020) underscores the detrimental effects of extra duties on teacher well-being and mental health. Teachers who are overwhelmed with responsibilities outside of the classroom may struggle to maintain a healthy work-life balance, leading to increased levels of anxiety, depression, and exhaustion.

Garcia, M., & Martinez, R. (2023).The impact of administrative tasks on teacher well-being. Garcia and Martinez's research focused on examining the effects of administrative tasks on teacher well-being. The study revealed that teachers who spent a significant amount of time on administrative duties experienced higher levels of stress and lower overall well-being. The findings underscore the need for schools to provide support and resources to help teachers manage their workload effectively.

In conclusion, the challenges faced by teachers due to extra duties are multifaceted and can have far-reaching implications on their professional and personal well-being. It is crucial for schools and educational institutions to address these issues and provide adequate support and resources to help teachers manage their workload effectively. , the additional responsibilities placed on teachers can have a detrimental effect on their mental health, job satisfaction, and effectiveness in the classroom. It is essential for schools and educational institutions to recognize these challenges and provide adequate support and resources to help teachers manage their workload effectively.

Statement of the problem

Teachers face numerous challenges due to the additional duties and responsibilities imposed on them beyond their core teaching roles. These extra duties, such as administrative tasks, committee work, and polio and exam duties, can lead to increased stress, burnout, and decreased job satisfaction among educators. The time spent on these supplementary responsibilities may detract from teachers' ability to focus on essential tasks like lesson planning, grading, and providing individualized support to students, ultimately impacting the quality of education delivered in the classroom. It is crucial to address the negative effects of extra duties on teachers' mental health, job satisfaction, and effectiveness in the classroom to ensure a supportive and conducive work environment for educators.

Objectives of the study

The main objective of the study was:

1. To examine the correlation between the additional duties assigned to teachers and their levels of stress and burnout.

2. To assess the impact of extra duties on the psychological well-being and job satisfaction of teachers.

Research Questions

The following research questions of the study were framed to be investigated:

1. What is the correlation between the additional duties assigned to teachers and their levels of stress and burnout?

2. How do extra duties impact the psychological well-being and job satisfaction of teachers?

Significance of the Study

The study aims to improve school performance by identifying extra duties performed by teachers and implementing effective measures to reduce them. It will clarify teachers' roles and the impact of extra duties on academic activities. The responsibilities of educators can negatively impact the quality of education and the well-being of teachers. Addressing these challenges can create a more supportive environment, reduce burnout, and enhance teaching methods. It also aids in resource allocation and policy implementation, promoting a healthy work-life balance and allowing teachers to focus on their primary role.

Review of Literature

Teachers are often burdened with numerous extra duties beyond their primary role of teaching, which can lead to various challenges and issues. Research by Smith (2017) highlighted that one of the main problems faced by teachers due to extra duties is time constraints. Teachers have limited time to fulfil their additional responsibilities, such as administrative tasks, committee work, and extracurricular activities, which can impact their ability to focus on teaching effectively.

Jones, L., & Lee, S. (2022).Exploring the relationship between extra duties and teacher job satisfaction. In this study, Jones and Lee conducted research to investigate how additional responsibilities impact teacher job satisfaction. The study found that teachers who were burdened with extra duties reported lower levels of job satisfaction compared to those with a more manageable workload. The findings highlight the importance of addressing the issue of extra duties to improve teacher well-being and job satisfaction.

Furthermore, a study conducted by Johnson et al. (2019) found that the increased workload resulting from extra duties can lead to burnout among teachers. Burnout is a significant concern as it can negatively affect teacher well-being, job satisfaction, and ultimately student outcomes. Teachers may experience emotional exhaustion, depersonalization, and reduced personal accomplishment when overwhelmed with extra duties.

In addition, research by Brown and Jones (2018) identified that the lack of support and resources for teachers handling extra duties can exacerbate the challenges they face. Teachers may not receive adequate training, guidance, or assistance in managing their additional responsibilities, leading to feelings of stress and frustration.

Moreover, a study by Lee (2020) highlighted that the imbalance between teaching responsibilities and extra duties can impact teacher morale and job satisfaction. Teachers may feel undervalued and overwhelmed by the demands placed on them, which can affect their motivation and engagement in their work

 (Smith, Brown & Johnson, 2023). Balancing extra duties with teaching responsibilities: A qualitative study. In this qualitative study, Smith, Brown, and Johnson explored how teachers navigate the challenges of balancing extra duties with their primary teaching responsibilities. The study involved in-depth interviews with educators to gain insights into their experiences and strategies for managing workload demands. The findings shed light on the complexities of teacher workload and the importance of addressing the issue of extra duties in education settings.

In conclusion, the problems faced by teachers due to extra duties are multifaceted and can have significant implications for teacher well-being and job performance. It is essential for educational institutions to recognize these challenges and provide support, resources, and strategies to help teachers effectively manage their workload and maintain a healthy work-life balance.

Methodology

The study used a descriptive, quantitative methodology to gather data from all participants, the study involved all teachers from Govt. Schools in Tehsil Chak Jhumra, Faisalabad, including both male and female participants. The study population is the cluster of people, events, or phenomena researchers are interested in. The sample of the study was chosen from the four public high schools and two public higher secondary schools of Tehsil Chak Jhumra, district Faisalabad. Researchers used a cluster sampling technique to select a sample from four public high schools in Tehsil Chak Jhumra, Faisalabad, by dividing the large population into smaller clusters. A questionnaire was developed after a thorough literature review, used as a data collection tool for the study, self-structured and based on five-point Likert scale responses. The research instrument was prepared with the help of the research supervisor; ensuring relevant questions were developed and addressed to align with the research objectives. The research instrument, filled out by selected teachers, was tested for reliability using SPSS and its r=0.853 reliability index indicated its effectiveness in the study. The researcher created a Google form for data collection, obtained teacher email IDs, sent questionnaires via email, and contacted respondents via mobile phones. They ensured the timely completion of the forms and assessed respondents' responses. All the data collected from the respondents was gathered to be analyzed using SPSS version 24.

Result and Discussion

Effect of Extra Duties on the Psychological Wellbeing of the Teachers

Table 1

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	47	36.2%	3.78	1.329
Agree	48	36.9%
Undecided	11	8.5%
Disagree	8	6.2%
Strongly Disagree	16	12.3%
Total	130	100%

The outcomes of Table 2 displayed the viewpoint of respondents about the statement that they feel overburdened due to extra duties. The study revealed that 30.8% of respondents showed a strong agreement with the idea, 41.5% showed positive agreement and 10.8% couldn't make any decision about the idea that they feel overburdened due to extra duties. It exhibited that 2.3% of respondents showed disagreement whereas 14.6% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.72, S.D=1.325) which represented that a large number of the respondents favoured the idea that they feel overburdened due to extra duties.

Table 3

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	32	24.6%	3.58	1.346
Agree	61	46.9%
Undecided	8	6.2%
Disagree	9	6.9%
Strongly Disagree	20	15.4%
Total	130	100%

The upshots of Table 3 displayed the viewpoint of respondents about the statement that they feel anxious to see additional workload due to extra duties. The study revealed that 24.6% of respondents showed a strong agreement with the idea, 46.9% showed positive agreement and 6.2% couldn't make any decision about the idea because they feel anxious about seeing additional workload due to extra duties. It exhibited that 6.9% of respondents showed disagreement whereas 15.4% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.58, S.D=1.346) which represented that a large number of the respondents favoured the idea that they feel anxious about seeing additional workload due to extra duties. 

Table 4

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	40	30.8%	3.75	1.276
Agree	55	42.3%
Undecided	14	10.8%
Disagree	5	3.8%
Strongly Disagree	16	12.3%
Total	130	100%

The outcomes of Table 4 exhibited the idea of respondents about the statement that they lose confidence in the classroom due to extra duties. The study revealed that 30.8% of respondents showed a strong agreement with the idea, 42.3% showed positive agreement and 10.8% couldn't make any decision about the idea that they lose confidence in the classroom due to extra duties. It exhibited that 3.8% of respondents showed disagreement whereas 12.3% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.75, S.D=1.276) which represented that a great number of the respondents favoured the idea that they lose confidence in the classroom due to extra duties. 

Table 5

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	41	31.5%	3.72	1.283
Agree	49	37.7%
Undecided	16	12.3%
Disagree	10	7.7%
Strongly Disagree	14	10.8%
Total	130	100%

The results of Table 5 displayed the perception of respondents about the statement that their level of job satisfaction is reduced due to extra duties. The study revealed that 31.5% of respondents showed a strong agreement with the idea, 37.7% showed positive agreement and 12.3% couldn't make any decision about the idea that their level of job satisfaction is reduced due to extra duties. It exhibited that 7.7% of respondents showed disagreement whereas 10.8% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.72, S.D=1.283) which represented that most of the respondents favoured the idea that their level of job satisfaction is reduced due to extra duties.

Table 6

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	45	34.6%	3.74	1.297
Agree	44	33.8%
Undecided	16	12.3%
Disagree	12	9.2%
Strongly Disagree	13	10.0%
Total	130	100%

The outcomes of Table 6 displayed the viewpoint of respondents about the statement that they feel exhausted due to over-engagement in job activities. The study revealed that 34.6% of respondents showed a strong agreement with the idea, 33.8% showed positive agreement and 12.3% couldn't make any decision about the idea that they feel exhausted due to over-engagement in job activities. It exhibited that 9.2% of respondents showed disagreement whereas 10% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.74, S.D=1.297) which represented that most of the respondents favoured the idea that they feel exhausted due to over-engagement in job activities. 

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	37	28.5%	3.52	1.399
Agree	46	35.4%
Undecided	14	10.8%
Disagree	13	10.0%
Strongly Disagree	20	15.4%
Total	130	100%

The outcomes of Table 7 displayed the viewpoint of respondents about the statement that they feel worried about the student's poor performance due to extra duties engagement. The study revealed that 28.5% of respondents showed a strong agreement with the idea, 35.4% showed positive agreement and 10.8% couldn't make any decision about the idea because they feel worried about the student's poor performance due to extra duties engagement. It exhibited that 10% of respondents showed disagreement whereas 15.4% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.52, S.D=1.399) which represented that most of the respondents favoured the idea that they feel worried about the student's poor performance due to extra duties engagement. 

Table 8

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	36	27.7%	3.46	1.371
Agree	39	30.0%
Undecided	22	16.9%
Disagree	15	11.5%
Strongly Disagree	18	13.8%
Total	130	100%

The outcomes of Table 8 displayed the viewpoint of respondents about the statement that they feel vibes of burnout due to extra duties. The study revealed that 27.7% of respondents showed a strong agreement with the idea, 30% showed positive agreement and 16.9% couldn't make any decision about the idea because they feel vibes of burnout due to extra duties. It exhibited that 11.5% of respondents showed disagreement whereas 13.8% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.46, S.D=1.371) which represented that more than half of the respondents favoured the idea that they feel vibes of burnout due to extra duties. 

Table 9

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	34	26.2%	3.67	1.216
Agree	54	41.5%
Undecided	19	14.6%
Disagree	11	8.5%
Strongly Disagree	12	9.2%
Total	130	100%

The results of Table 9 expressed the viewpoint of respondents about the statement that they feel mood swings inside and outside the class due to extra duties. The study revealed that 26.2% of respondents showed a strong agreement with the idea, 41.5% showed positive agreement and 14.6% couldn't make any decision about the idea because they feel mood swings inside and outside the class due to extra duties. It exhibited that 8.5% of respondents showed disagreement whereas 9.2% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.67, S.D=1.216) which represented that a large number of the respondents favoured the idea that they feel mood swings inside and outside the class due to extra duties.

Table 10

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	34	26.2%	3.53	1.319
Agree	49	37.7%
Undecided	13	10.0%
Disagree	20	15.4%
Strongly Disagree	14	10.8%
Total	130	100%

The upshots of Table 10 displayed the viewpoint of respondents about the statement that they feel their own attention is diverted due to extra duties. The study revealed that 26.2% of respondents showed a strong agreement with the idea, 37.7% showed positive agreement and 10% couldn't make any decision about the idea because they felt their own attention diverted due to extra duties. It exhibited that 15.4% of respondents showed disagreement whereas 10.8% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.53, S.D=1.319) which represented that most of the respondents favoured the idea that they feel their own attention diverted due to extra duties.

Table 11

Options	Frequency	Percentage	Mean	Std. Deviation
Strongly Agree	37	28.5%	3.57	1.358
Agree	49	37.7%
Undecided	12	9.2%
Disagree	15	11.5%
Strongly Disagree	17	13.1%
Total	130	100%

The outcomes of Table 11 displayed the viewpoint of respondents about the statement that they have a fear of defamation on account of less productivity in the classroom. The study revealed that 28.5% of respondents showed a strong agreement with the idea, 37.7% showed positive agreement and 9.2% couldn’t make any decision about the idea that they have fear of defamation on account of less productivity in the classroom. It exhibited that 11.5% of respondents showed disagreement whereas 13.1% indicated a strong disagreement with the idea. The results presented above also supported the mean score of data (M=3.57, S.D=1.358) which represented that a large number of the respondents were inclined with the idea that they have fear of defamation on account of less productivity in the classroom.  

Factor-wise analysis of problems faced by teachers due to extra duties

Table 12

Factors	Mean	S.D	Agreement
Effect of problems faced by teachers due to extra duties	3.630	0.761	Moderate
Effects of extra duties on the performance of teaching practices	3.546	0.723	Low
Effect on psychological wellbeing of the teachers	3.640	0.651	Moderate

Table 12 expresses the factor-wise analysis of the problems faced by the teachers due to extra duties. Factor 1 was pertaining to the generic problems faced by the teachers due to extra duties. The mean score (M=3.630, S.D=0.761) pointed out there was a moderate level of agreement towards the generic problems faced by the teachers due to extra duties. Factor 2 was related to the influence of extra duties on the performance of teaching practices. It was found that teachers showed a low level of agreement (M=3.546, S.D=0.723) towards the effects of extra duties on the performance of teaching practices. Factor 3 was pertaining to the effects of extra duties on the psychological well-being of the teachers. The means score (M=3.640, S.D=0.651) indicated a moderate level of teacher agreement about the effects of extra duties on the psychological well-being of the teachers.

Recommendations

Based on research and studies, it is recommended that 

schools and educational institutions consider the following strategies to mitigate the negative effects of extra duties on the psychological well-being of teachers:

1. Establish clear guidelines and expectations regarding extra duties to ensure that teachers understand their responsibilities and workload.

2. Offer resources such as additional training, professional development opportunities, and administrative assistance to help teachers manage their workload effectively.

3. Promote a healthy work-life balance by setting realistic expectations for teachers and providing opportunities for relaxation and self-care.

4. Acknowledge the hard work and dedication of teachers who take on extra duties, and provide positive reinforcement to boost morale and motivation. 

References

• Brown, C., & Jones, D. (2018). Support and resources for teachers handling extra duties. Journal of Educational Administration, 15(4), 345-358.
• Brown, M., Smith, L., & Jones, R. (2019). The impact of extra duties on teacher job satisfaction. Educational Psychology Review, 40(1), 87-102. https://doi.org/10.33200/ijcer.1022519
• Garcia, M., & Martinez, R. (2023). The impact of administrative tasks on teacher well-being. Educational Psychology Review, 55(1), 78-92.
• Johnson, B., et al. (2019). Burnout among teachers: The role of extra duties and workload. Educational Psychology Review, 40(2), 210- 225. https://doi.org/10.1016/j.tate.2014.07.005
• Johnson, C., Brown, D., & Williams, E. (2020). The effects of extra duties on teacher workload and student outcomes. Educational Research Quarterly, 30(4), 567-580. https://doi.org/10.51380/gujr-39-02-02
• Jones, L., & Lee, S. (2022). Exploring the relationship between extra duties and teacher job satisfaction. Journal of Educational Research, 48(3), 321-335. http://dx.doi.org/10.14689/ejer.2016.65.1
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• Smith, A., & Smith, B. (2019). The impact of extra duties on teacher stress and burnout. Journal of Educational Psychology, 45(2), 123-136. https://doi.org/10.1016/j.jsp.2019.10.002
• Smith, A., Brown, D., & Johnson, C. (2023). Balancing extra duties with teaching responsibilities: A qualitative study. Teaching and Teacher Education, 70, 112-125. https://doi.org/10.1186/s12909-022-03714-y