Study of Inter-Relationship Between Perceived Workplace Discrimination, Job Stress, Mental Well-Being, And Job Performance of Teachers

ABSTRACT

Background: This study was planned to investigate the consequences of perceived workplace discrimination on job stress, mental well-being, and teachers' job performance in higher education. A conceptual model was proposed to illustrate the relationship between the study variables. Methodology: A correlational research design was adopted, and convenience sampling was used for data collection of 200 teachers. The participants of this study represented different streams of science and arts and were asked to fill questionnaires to collect relevant information on the subject matter. Results: Results show that (a) workplace discrimination is significantly positively related to perceived job stress, negatively related to mental well-being and overall job performance. Further, stepwise regression analysis shows that perceived job stress, job tenure, and workplace discrimination explain significant contributions (job stress emerged as best predictors of job performance) to the job performance of teachers and while job stress and gender explain significant contributions (job stress again emerged as best predictors of mental well-being) to the mental well-being of teachers. Results have been discussed in light of previous studies.