Impact Of Digital Time Management And Autonomy On Work-Related Stress Among University Teachers: Mediating Role Of Organizational Communication

Abstract

The rapid transition toward digital academic spaces presents both positive fronts and difficult aspects to university instructors when handling their occupational stress. The research investigates how digital time management and autonomy affect work-related stress in university teachers through organizational communication mechanisms. A quantitative analysis was employed and researchers distributed structured questionnaires to 300 university instructors working in both public and private institutions throughout Punjab, Pakistan. A Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis method was used for the evaluation of theoretical relationships.  The research proves conventional thinking about autonomy must change since it demonstrates both its benefits and drawbacks and necessitates united technological progress with communicative practices.  Universities must establish training courses to develop digital competencies and create open communication systems as their practical needs. University administrators should achieve a balance between allowing independent work and providing defined feedback channels to support their teaching staff properly. The research findings demonstrate the need for public institutions to combine technology tools with complete health programs that base their stress reduction methods on communication strategies. The research adds new knowledge to occupational stress research by revealing how organizational communication works as a mediator between digitalized academic environments, with open communication methods to build teacher mental health and overall organizational strength.