Impact of Punjab Socio Economic Registry (PSER) Survey on Teachers' Mental Health, Professional Productivity, and Student Learning Outcomes: A Case Study of Punjab, Pakistan

Abstract

This study aims to analyse the impact of the Punjab Socio Economic Registry (PSER) Survey on teachers' mental health, professional productivity, and students' learning outcomes. This research was qualitative in nature considering the public sector teachers as unit of analysis, both male and female. A questionnaire was designed to explore the issues of the teachers which they encountere in their  work place. Findings revealed that the PSER imposes a significant non-academic workload, acting as a major job demand within the Job Demands-Resources (JD-R) framework. The PSER job descriptions lead to increase stress, burnout, and reduced motivation among teachers, which badly affect their instructional quality and student learning outcomes. The study concludes that the current implementation of PSER damages quality of education and recommends removing teachers from data collection to ensure teachers well-being and improve student learning outcomes. The government should arrange workshops on stress management for teachers.