Journal of ISOSS

2022 Vol. 8(3), 153-162

CONSEQUENCES OF HARASSMENT AT WORK PLACE AMONG FEMALE

KNOWLEDGE WORKERS IN EDUCATIONAL INSTITUTION OF PAKISTAN

Muhammad Asif Zaheer, Shuja Ilyas Chaudhary and Zoia Khan

University Institute of Management Sciences
PMAS-Arid Agriculture University, Rawalpindi, Pakistan
Email: dr.asif@uaar.edu.pk
shujay3k@yahoo.com
zoya.khan_zk@uaar.edu.pk

ABSTRACT
Students are increasingly targeting teachers with provocative stares, inappropriate
flirtation, and offensive remarks, among other behaviors. In light of this, the current study
examined the effect of pupil-perpetrated sexual harassment on teachers' work-related
outcomes such as in role performance, job satisfaction, and desire to leave the profession.
Sample of 243 female knowledge workers is collected from different educational
institutes of Pakistan. The statistical analysis demonstrated that sexual harassment by
pupil contributes to knowledge worker’s work performance, work satisfaction and
turnover intention. They become unsatisfied with their employment, their performance
suffers, and they develop intents to leave. Despite its limits, the work makes numerous
significant theoretical contributions to scholarly inquiry. In addition, it offers
management of educational institutions some helpful suggestions that would not only
assist them in controlling students' sexually offensive activities, but also prevent
victimized knowledge workers from adopting work-withdrawal habits and attitudes.

KEYWORDS
Pupil-on-knowledge worker sexual harassment, job satisfaction, in role performance,
turnover intention.

1. INTRODUCTION
Sexual harassment is one of the many forms of workplace mistreatment that can be
found in educational institutions. Recently, researchers have begun to focus their
attention on sexual harassment due to the negative effects it has on teaching staff
members' minds, bodies, and work-related outcomes (Sullivan et al., 2013; Garrett, 2014;
Alat, 2015; O'Mochain, 2019). According to Tsai and Kleiner (1999), the term "sexual
harassment" refers to situations in which the inappropriate or sexually offensive behavior
of a party interferes with the ability of an employee to fulfill their job duties or
contributes to the creation of an uncomfortable or hostile atmosphere. In comparison to
other forms of mistreatment, it is nearly impossible to describe sexual harassment and
identify its components as well as its limits. What one person considers to be a kind of
sexual harassment may be seen by another person as being completely non-threatening
(Franke, 1997).

© 2022 Journal of ISOSS 153

154 Consequences of Harassment at Work Place among Female Knowledge Workers…

Despite the fact that sexual harassment of teachers can be committed by a wide range
of people, including other teachers, head teachers, students, and non-teaching staff
members, the focus of this study is solely on sexual harassment committed by students
against instructors. Sexual harassment committed by students against faculty members is
a serious problem, in particular due to the widespread and escalating character of the
problem. According to previous research, student-on-teacher sexual harassment can lead
to seriously detrimental outcomes such as withdrawal behaviors (Høigaard, Giske, &
Sundsli, 2012), emotional stability (Ferfolja, 2010), burnout (Robinson, 2012), and poor
psychological health (Kim & Lee, 2014).

2. LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT

A fundamental tenet of the affective events theory, is that occurrences in the
workplace, whether positive or negative, cause workers in the service industry to have
emotional responses, which in turn govern their actions and attitudes in the workplace.
According to the theory, an individual's initial response to a work event is what
determines their affective reaction, which in turn shapes the individual's actions and
outlooks linked to their work, as well as their emotional states. In addition, the affective
events theory contends that the characteristics of the workplace itself have the capacity to
impact the occurrence of events related to the workplace (Cropanzano & Dasborough,
2015; Cropanzano, Dasborough & Weiss, 2017).

2.1 Pupil-on-Knowledge Worker Sexual Harassment and In Role Performance

To put it another way, workers who carelessly waste their resources to combat the
social pressures they face at work not only experience burnout, but they also are left with
insufficient mental strength to execute their duties in a way that is satisfactory to their
employers. This worsening of work-related performance of teaching staff due to burnout
and reduced work satisfaction has been empirically confirmed by a number of scholarly
investigations (Høigaard, Giske, & Sundsli, 2012; Mérida-López & Extremera, 2017;
Kim, Jörg, & Klassen, 2019). According to the stressor–strain–outcome model developed
by Koeske and Koeske (1995), the focus of this study is on the detrimental effects that
burnout has on the in role performance of teaching staff. Specifically, the research
highlights the link between strain and outcome. This is supported by the resource
conservation theory, which posits that when individuals are put in situations where they
are required to interact with others in a way that puts a strain on their resources, they
almost always experience detrimental psychological effects that ultimately lead to
burnout (Hobfoll, 2011). In addition to this, they typically lack the resources necessary to
fulfill any additional performance requirements that may arise (Hobfoll & Freedy, 2017).
H1: Pupil-perpetrated sexual harassment is negatively related with teachers’ in role
performance

2.2 Pupil-on-Knowledge Worker Sexual Harassment and Job Satisfaction

According to Millán et al. (2013), job satisfaction may be defined as either a positive
affective state resulting from the pleasure a person obtains from his or her performance at
work or as the cognitive and emotional attitudes held by a person regarding numerous
aspects of his or her job. Employees who are burned out on their jobs frequently report
Muhammad Asif Zaheer et al., 155

feelings of resentment, anger, and dissatisfaction toward their place of employment

(Nagar, 2012; Lee & Chelladurai, 2018). Burnout syndrome is notorious for causing a
number of negative outcomes in academic institutions, particularly in regards to teachers'
job satisfaction (Nagar, 2012; Wang, Hall & Rahimi, 2015), commitment to and
performance in the institutes (Høigaard, Giske, & Sundsli, 2012; Friedman, 2013;
Mérida-López & Extremera, 2017; Ryan et al., 2017; Lee, 2019; Ghanizadeh &
Jahedizadeh, 2015; Fitchett et al., 2017; Amponsah-Tawiah, Annor, & Arthur, 2016;
Fusco, 2017). These feelings, in turn, have the potential to infect their overall attitudes
and convictions in the workplace, which can lead to increased levels of dissatisfaction
with their job. Furthermore, the academic literature has repeatedly demonstrated that
lower levels of job satisfaction are directly connected with burnout among instructors
(Pan et al., 2015; Esfandiari & Kamali, 2016).
H2: Pupil-perpetrated sexual harassment is negatively related with teachers’ job
satisfaction

2.3 Pupil-on-Knowledge Worker Sexual Harassment and Turnover Intention

This argument restates the postulation of resource conservation theory, which states
that people who are burned out on their jobs should concentrate on reducing additional
resource loss (Halbesleben et al., 2014), and, if necessary, participate in work-withdrawal
techniques (Chi & Liang, 2013). Maslach (2017), a pioneer in the field of research on
burnout, contends that burnout not only wears people down to the point where they
emotionally dissolve, but that it also detaches them cognitively and physically from their
profession. Therefore, consistent exposure to burnout as a result of sexual harassment
committed by students leads to a decrease in the self-efficacy, self-esteem, and
motivation of teachers, which, in turn, leads to a decrease in institutional commitment
(Nagar, 2012), as well as an increase in the intention to quit one's job (Lee, 2019). There
is a significant risk that educators who are affected by burnout syndrome would
emotionally withdraw from their work and seriously contemplate leaving their
profession. This risk is especially high among young women educators (Fitchett et al.,
2017). A lower or lower quality of work-life balance in educational institutions as a result
of teacher burnout is a major factor in the intention of instructors to leave their positions
(Ryan et al., 2017). A comprehensive review of the research on burnout indicates, among
other things, that dissatisfied employees are more likely to resign from their jobs (Watts
& Robertson, 2011).
H3: Pupil-perpetrated sexual harassment is positively related with teachers’ turnover
intention.

3. METHODOLOGY
A computer-based survey was recently carried out among female faculty members at
educational institutions of Pakistan. This was done in light of the fact that women are
disproportionately affected by sexual harassment and assault in the academic world. The
fact that neither their identities nor the names of their universities were requested helped
maintain the confidentiality of the information. By submitting responses to an online
questionnaire, a number of female knowledge workers participated in the research study.
In order to determine the effects of pupil-on-knowledge worker sexual harassment on
156 Consequences of Harassment at Work Place among Female Knowledge Workers…

work performance, job satisfaction and turnover intention. Sample of 243 female
knowledge workers was used, an English questionnaire using a Likert scale with five
points was devised because the researchers anticipated the participants in the study from
prestigious educational institutes. We kept it brief so as not to impose an undue burden on
already overworked instructors during the busiest part of the semester. The research
conducted by McKinney (1990) was used to modify four questions in order to measure
the amount of sexual harassment that was perpetrated by students. For the purpose of
evaluating turnover intention symptoms, four-item scale of turnover intention by (Cohen
et al., 1983) were used. Job satisfaction is measured using the six-item scale (Brayfield &
Rothe, 1951) and for in role performance 5 items was used after modifying established by
Williams & Anderson (1991).

3.1 Data Analysis

The private university teaching workforce, in particular, is hamstrung by a lack of
options and forced to accept poor working conditions in order to keep their jobs. We
chose to survey educational institutions of Pakistan. There were 243 participants in the
analysis; all participants were women, from qualification point of view 23% were
graduates and 77% were postgraduates. In addition, 11.6% of participants had experience
between 1 and 4 years, 26.9% had experience between 5 and 8 years, 29.7% had
experience of less than 1 year, and only 31.8% had experience of 8 years or more. The
majority of workers (43.8%) were between the ages of 26 and 40; the next largest group
(3.5%) were those aged 25 or younger; and the smallest group (53.7%) were those aged
40 and older.

Table 1
Descriptive Statistics, Reliability and Correlation Analysis
Variables Mean S.D P_KW_SH IRP JS TI
P_KW_SH 2.4516 .96422 (0.817)
IRP 1.6074 .71543 -.028 (0.867)
JS 2.5693 1.06993 -.121 -.157* (0.926)
TI 2.8107 1.08791 0.310** -.096 -.025 (0.887)

where N = 269, P_KW_SH = pupil-on-knowledge worker sexual harassment, IRP = in

role performance, JS = job satisfaction, TI = turnover intention. **p < 0.01 and *p < 0.05

4. RESULTS AND DISCUSSION

Structural Equation Modeling (SEM) was utilized throughout the analysis process
(Raoof et al., 2021; Abdulmuhsin et al., 2021; Hameed et al., 2021; Yan et al., 2020;
Nuseir et al., 2020), and Confirmatory Factor Analysis was used to examine and evaluate
the validity of the instruments (CFA). The horrifying practice of instructors sexually
assaulting and exploiting their students in the classroom is something that has been going
on for a long time. However, the distribution of power inside academic institutions has
seen significant shifts in recent decades. It used to be that students were the most
Muhammad Asif Zaheer et al., 157

common persons who were harassed, but now it is students who harass professors by
making inappropriate jokes, giving them inappropriate looks, calling them cat names, and
other forms of harassment. In view of this problematic issue, the purpose of this research
was to investigate the ways in which sexual harassment on the Structural Equation
Modeling (SEM) was utilized throughout the analysis process (Asada et al., 2020; Junoh
et al., 2019; Basheer et al., 2019a; Muneer et al., 2019; Basheer et al., 2019b; Basheer et
al., 2018), and Confirmatory Factor Analysis was used to examine and evaluate the
validity of the instruments (CFA). The horrifying practice of instructors sexually
assaulting and exploiting their students in the classroom is something that has been going
on for a long time. However, the distribution of power inside academic institutions has
seen significant shifts in recent decades. It used to be that students were the most
common persons who were harassed, but now it is students who harass professors by
making inappropriate jokes, giving them inappropriate looks, calling them cat names, and
other forms of harassment. In view of this problematic issue, the purpose of this research
was to investigate the ways in which sexual harassment on the part of students and
burnout affect one another. part of students and burnout affect one another.

In model fitness indexes, χ2/ df = 4.99, AGFI = 0.824, TLI = 0.848, CFI = 0.890,
GFI = 0.898 and RMSEA = 0.082. Specifically, hypothesis 1 which claimed that pupil-
on-knowledge worker sexual harassment is negatively related with teachers’ in role
performance was confirmed.
158 Consequences of Harassment at Work Place among Female Knowledge Workers…

In model fitness indexes, χ2/ df = 3.15, AGFI = 0.873, TLI = 0.937, CFI = 0.952,
GFI = 0.922 and RMSEA = 0.084. Specifically, hypothesis 2 which claimed that pupil-
on-knowledge worker sexual harassment is negatively related with teachers’ job
satisfaction was confirmed.

In model fitness indexes, χ2/ df = 2.27, AGFI = 0.923, TLI = 0.960, CFI = 0.973, GFI
= 0.959 and RMSEA = 0.073. Specifically, hypothesis 3 which claimed that pupil-on-
knowledge worker sexual harassment is positively related with teachers’ turnover
intention was confirmed.

Table 2
Direct Effects
Path Coefficient SE
P_KW_SH  TI .415*** .094
P_KW_SH  JS -.219 .099
P_KW_SH  IRP -.017 .063

5. CONCLUSIONS
When the topic of sexual harassment at educational institutions is brought up, the
majority of the time we discuss the actions of male instructors who sexually harass their
students by inappropriately touching them, asking them for inappropriate favors, or
making vulgar comments about them. What we don't talk about, at least in Pakistan, are
the female teachers who are subjected to sexual harassment at the hands of their male
students. This study investigates the interaction between student-on-teacher sexual
harassment, burnout, and work-related outcomes in an effort to shed light on a
contentious issue that has received little attention in previous research (i.e., in role
performance, job satisfaction and turnover intent). According to the study's findings,
burnout acts as a causal link that mediates the relationship between student-perpetrated
sexual harassment and the three job-based effects that teachers experience. In light of this
fact, educational institutions are being urged to carefully manage the emotional
experiences of teachers who have been subjected to sexual harassment or who have
experienced burnout. This will not only increase the teachers' levels of job satisfaction
and teaching performance, but it will also increase their level of commitment to the
Muhammad Asif Zaheer et al., 159

teaching profession in general. Its results show that teacher pupil-on-knowledge worker
sexual harassment have significantly positively effect on turnover intention and have
negatively effect on in role performance and job satisfaction. Not only should academic
institutions take this into consideration when dealing with the feelings of teachers
regarding sexual harassment and burnout, but they should also do so in a sensitive
manner in order to improve not only their job satisfaction and teaching abilities, but also
their commitment to the job and the teaching profession as a whole.

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