A study on Occupational Stress and Faculty Performance of Virtual Teaching with Reference to Higher Education

Abstract

Occupational stress has become a prevalent concern in the context of virtual teaching, particularly in higher education. The shift to online instruction, accelerated by the COVID-19 pandemic, has brought about a myriad of challenges for faculty members. They are not only responsible for delivering quality education but also for adapting to new technologies, managing virtual classrooms, and addressing the diverse needs of students in an online environment. Virtual teaching can often blur the boundaries between work and personal life, leading to heightened stress levels among faculty members. The constant need to stay updated with technology, cope with technical glitches, and manage larger class sizes can be mentally exhausting. Moreover, the absence of in-person interaction can lead to feelings of isolation and detachment from students, further contributing to stress. The impact of occupational stress on faculty performance is significant. High levels of stress can lead to burnout, decreased job satisfaction, and a decline in the quality of teaching. Faculty members may find it challenging to maintain their motivation and enthusiasm, resulting in less engaging and effective virtual classes. This, in turn, can affect student learning outcomes and overall satisfaction with the educational experience. In addressing these challenges, higher education institutions must provide adequate support and resources to help faculty members manage occupational stress. Training programs on online pedagogy, access to technical support, and opportunities for peer collaboration can all contribute to improving faculty performance in virtual teaching. Moreover, fostering a culture of well-being and work-life balance is essential to ensure that faculty can continue to deliver high-quality education in the digital age.