The Nexus Between Administrative Indifference and Teacher Stress In Managing Chronic Disruptive Student Behaviour: A Quantitative Analysis

Abstract

This quantitative study explores the nexus between administrative indifference and teacher stress in managing chronic disruptive student behaviour in secondary public schools. Students' chronic misbehavior poses ongoing difficulties that have a significant effect on classroom management and teacher well-being. The purpose of the study is to examine how teachers who are responsible for handling such behavioral difficulties experience elevated stress levels as a result of administrative oversight and a lack of support. A sample of 332 teachers was randomly selected from a population of 935 secondary school teachers in Tehsil Rawalpindi. A constructed questionnaire was used to collect data in order to evaluate teachers' reactions of administrative assistance, their stress levels, and the connection between the two. Cronbach's Alpha was used to verify the instrument's reliability, and SPSS was used to analyze the data.The purpose of this research is to identify trends in administrative indifference and the effects it has on teachers' mental well-being and careers. The study adds to the increasing amount of research which highlights how important it is for administrators to get involved effectively in order to help teachers deal with chronically disruptive student behavior.