The Impact of Job Stress on University Teachers' Career Development: The Mediating Role of Social Support

This article investigates the impact of job stress on the career development of Afghan university teachers, considering the mediating role of social support. Using a cluster sampling approach, data were collected from 370 teachers in both government and private universities through questionnaires. The analysis utilized SPSS and SPSS AMOS for regression analysis, guided by the Job Demand-Control-Support (JDCS) model. Findings indicate a negative relationship between job stress and career development across all stages: early, mid, advanced, and continuing professional development. Higher job stress correlates with lower career development, while social support mitigates these negative effects. This underscores the need for interventions that address job stress and enhance social support to promote positive career outcomes for university teachers.