Purpose - The purpose of this paper is to curtail the negative effect of job stress on the female teachers’ helping behavior amidst terrorism threat through their dispositional mindfulness. Design/methodology/approach - A quantitative research design surveyed a self-administered questionnaire from the female teachers serving in the hard areas of Pakistan. To analyze the data, descriptive and interferential statistics were performed in SPSS (version 23) and SmartPLS3. Findings - The results revealed the significant positive relationship between teachers’ perceived threats of terrorism and their job stress. The findings also confirmed the significant negative relationship between teachers’ job stress and their helping behavior, and vice-versa. Further, the indirect effect of teachers’ perceived threats of terrorism on helping behavior through their job stress was confirmed. Finally, the moderating effect of dispositional mindfulness to weaken the negative relationship between teachers’ job stress and their helping behavior was also found significant. The results also showed that the job stress of female teachers accounted for 12.9% of variance in their helping behavior. Research limitations/implications - To address complex ethical issues, relying solely on a research method cannot provide deep insights. Hence, future scholars are directed to combine elements of quantitative and qualitative research methods to investigate female teachers’ helping behavior in grievous conditions. Notwithstanding, the present study revitalizes educational institutions through teachers’ helping behavior in the risky work environment. Originality/value - Since the past two decades, female education has witnessed exponential growth in terrorist attacks, but there is a scanty research on the vulnerability of female teachers in Pakistan. Nevertheless, the present study is limited yet of the highest importance to foster teachers’ helping behavior in the risky work environment.

中文翻译：

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感知到的恐怖主义威胁和帮助行为：性格正念在道德困境中的作用

目的-本文的目的是通过在工作中保持正念来减轻工作压力对女教师在恐怖主义威胁中的帮助行为的负面影响。设计/方法/方法-一项定量研究设计，对在巴基斯坦困难地区任职的女教师进行了自我管理的问卷调查。为了分析数据，在SPSS（版本23）和SmartPLS3中执行了描述性和干扰性统计。调查结果-结果表明，教师感知到的恐怖主义威胁与工作压力之间存在显着的正相关关系。研究结果还证实了教师的工作压力与其帮助行为之间存在显着的负相关关系，反之亦然。进一步，证实了教师感知到的恐怖主义威胁对通过工作压力帮助行为的间接影响。最后，发现性格正念的调节作用减弱了教师工作压力与其帮助行为之间的消极关系。结果还表明，女教师的工作压力占其帮助行为差异的12.9％。研究的局限性/含义-为了解决复杂的伦理问题，仅依靠研究方法不能提供深刻的见解。因此，未来的学者被引导结合定量和定性研究方法的要素，以研究女教师在严峻条件下的帮助行为。虽然，本研究通过在危险工作环境中教师的帮助行为来振兴教育机构。原创性/价值-自从过去的二十年以来，在恐怖袭击中，女性的教育呈指数级增长，但是对巴基斯坦女教师的脆弱性的研究很少。尽管如此，目前的研究仍然很有限，对于在危险的工作环境中培养教师的帮助行为具有最高的重要性。