The Emotional Costs of Digital Teaching: Exploring Psychological Distress, Fatigue, and Job Satisfaction Among School Teachers during Pandemic Era

This study investigates psychological distress, fatigue, and job satisfaction among school teachers (n = 90) in Lahore, Pakistan, who transitioned to remote instruction during the COVID-19 pandemic. Conducted using a correlational research design, the study aims to examine how psychological well-being and fatigue relate to job satisfaction within virtual teaching environments. Data were collected between 2020 and 2021 during a period of enforced remote education. Participants completed a demographic form along with three standardized instruments: the Kessler Psychological Distress Scale (Kessler, 1992), the Checklist Individual Strength (Vercoulen et al., 1994), and the Online Faculty Satisfaction Survey (Bolliger & Wasilik, 2009). The findings revealed significant relationships among psychological distress, fatigue, and various dimensions of job satisfaction. In particular, increased distress and fatigue were associated with reduced satisfaction in instructor- and student-related domains. These patterns illustrate the psychological and occupational strain encountered by educators in response to the sudden transition to online instruction. The study contributes to the growing discourse on teacher well-being during crisis-driven educational transitions. It highlights the urgent need for institutional interventions such as mental health support services and structured digital training programs to improve faculty resilience and satisfaction in online learning settings.