Role of Psychological Resilience on the Motivation and Academic Performance of University Teachers during Terrorism and Crisis Situations

Abstract

Aim of the Study: The aim of this research study was to explore the relations between three variables including psychological resilience, motivation and academic performance and the role of independent variable (psychological resilience) on the dependent variables (motivation and performance) of university teachers in terrorism and war zone area.

Methodology: The research study is quantitative and population of the study was all teachers from University of Balochistan, Quetta and University of Loralai, Balochistan. Simple random sampling techniques was utilized to collect the data, the researchers used the sample frame as per Mugenda & Mugenda (2003). Data was collect through WhatsApp group and personal visits. The sample size of the study was (n= 218) from all aspects. Regression analysis, t-test and ANOVA were used to analyze the data.

Findings: The variables were also found to be interweaved and often assisted in sustaining the teachers' motivation and performance irrespective of crisis situations and stress. The respondents of the study also revealed that psychological resilience, motivation and performance were significantly and positively connected with each other. This finding also supports the association between organizational support and cope up abilities of university teachers during terrorist attacks and crises situation.

Conclusion: From data analysis it is concluded that psychological resilience showed a strong positive correlation with both motivation and academic performance, indicating that teachers who are psychologically resilient are more motivated and their performance is high during the time of terrorism and crisis as compared to those teachers who are not psychologically resilient. Further researchers recommended to be carried out at all provincial and country level.