Exploring the Relationship Between Administrative Oversight and Teacher Stress in Managing Chronic Disruptive Students

Abstract

Chronic classroom disruptions have become a pressing concern in many public schools, often leading to increased stress and decreased well-being among teachers. The impact of administrative monitoring on teachers' well-being when dealing with disruptive student conduct is examined in this paper. Using data from 332 randomly chosen public secondary school teachers in Tehsil Rawalpindi, the study uses a self-structured questionnaire and a quantitative methodology. SPSS Cronbach's Alpha was used to validate and test the instrument's reliability.The association between teachers' emotional and professional resilience and their perceived amount of administrative support was investigated using descriptive statistics and chi-square analysis. According to research, instructors who deal with ongoing disruption in their classes report higher levels of stress and burnout when there is minimal administrative monitoring. The article concludes with recommendations for school administraion to adopt proactive support systems that prioritize teacher well-being and improve overall classroom environments.