IMPACT OF WORKPLACE DISCRIMINATION ON PSYCHOLOGICAL WELL-BEING AMONG TEACHERS: MEDIATING ROLE OF PERCEIVED STRESS

Abstract

The current study aims to investigate the impact of workplace discrimination on psychological well-being among teachers and to explore the mediating role of perceived stress. A total number of (N=300) participants out of which (N=150) male and (N= 150) female teachers from various schools, colleges, and universities were selected. Age range was 20 to 60 years. Cross-sectional design was used. Data was collected through purposive sampling technique. Chronic Work Discrimination Scale (Sternthal et al., 2011), Psychological Well-Being Scale (revised version) (Ryff, 2013) and Perceived Stress Scale (Cohen et al., 1983) were administered on the participants. Descriptive statistics,Pearson correlation, Independent sample t-test, Linear regression and Mediation analysis were used in the study. The findings revealed that workplace discrimination had a negative relationship with psychological well-being, while perceived stress was found to have a positive relationship with workplace discrimination. Moreover, workplace discrimination negatively predicted psychological well-being among teachers. Results of mediation analysis showed that perceived stress acts as a mediator between workplace discrimination and psychological well-being. Gender differences revealed that women scored higher on psychological well-being and perceived stress, while males scored higher on workplace discrimination. Educational institutions should develop and enforce clear anti-discrimination policies to foster an inclusive and respectful work environment. Providing access to mental health resources, such as counseling and stress management programs, can help teachers cope with the psychological strain caused by discrimination.