Multitasking, Job Stress and Job Performance of University Teachers

Abstract

This study aims to investigate the relationship between Multitasking, Job Stress, and Job Performance of University Teachers belonging to age range (21-69) years. A sample of (N=250) of university teachers participated in the study. Male respondent (n=120) and female respondent (n=130) out of whom (n=83) were single/engaged, (n=147), were married and (n=20) were divorced. The three measures used in this current study are Communication Specific Multitasking Measurement Instrument (CSMMI) (Kalsoom & Kamal, 2022), Subjective Job Stress Scale (SJSS) (Rauf & Farooq, 2014), Teacher Job Performance Scale (TJPS) (Hanif, 2004). The findings showed that multitasking was found to be positive significant predictor of job stress. Job Stress was found to be a significant negative predictor of Job Performance. However, while exploring the mediational role of Job stress for the relationship between multitasking and job performance of university teachers. The results revealed that subjective job stress emerged as a negative significant mediator between multitasking and job performance. This study has implications for the university teachers to manage their job stress while multitasking so they can boost their job performance.