Occupational Stress and Job Satisfaction: Unveiling Challenges in Teachers' and Doctors' Work Environments

Abstract

This study explores occupational stress and job satisfaction among schoolteachers and doctors in Oman, addressing systemic and profession-specific challenges. Stratified random sampling was used to select 238 participants (150 teachers, 88 doctors) from various regions in 2024. Data was collected using a structured survey instrument, including validated measures of occupational stress, job satisfaction, and workplace challenges. A quantitative approach employing Principal Component Analysis (PCA), correlation analysis, and Structural Equation Modeling (SEM) revealed workload and administrative tasks as primary stressors, explaining 27.08% of the variance in stress levels. Teachers faced higher stress from student behavior, while doctors experienced stress from patient care demands. SEM results showed workload (β=0.72, p<0.001\beta = 0.72, p< 0.001 β=0.72, p<0.001) and administrative responsibilities (β=0.63, p<0.01\beta = 0.63, p < 0.01 β=0.63, p<0.01) significantly impacted stress and job satisfaction. Recommendations include systemic reforms to reduce workload, behavioral training for teachers, and resilience programs for doctors, fostering well-being and improving performance in education and healthcare sectors.