IQRA ZAHIDSABA MUSAWAR2025-12-172025-12-172021https://escholar.umt.edu.pk/handle/123456789/16770Technology is playing an essential role in education as modern methods to be used with the help of computers, including as e-learning, this type of teaching and learning purposes is much helpful to flourish the education system (Bielawski & Metcalf, 2005). The study was conducted to explore the relationship between resistance to change, attitude towards e-learning, job burnout and work performance in teachers at the time of pandemic Covid-19. Data was collected through purposive sampling N= 120 (60 men and 60 women) from different universities of Lahore. Resistance to change, (Oreg, 2003), teacher readiness for online learning, (Hung, 2016), Individual Work Performance Questionnaire, (Koopmans, 2015) and burnout Tendencies scales were administered to assess the relationship between variables. The results correlation showed that subscales of resistance to change and work performance were found to be completely correlated with the burnout in job. Whereas attitude towards e-learning was found to be negatively correlated to job burnout which means that a positive attitude will decrease the chances of job burnout. The t-test results showed that there was significant difference in gender in the subscale cognitive rigidity of resistance to change and job burnout which showed female dominance in these traits. The results shows that there is a negative relationship between resistance to change, attitude towards E-learning and work performance and positive relationship between attitude towards e-learning and work performance. The correlation show that there is negative relationship between attitude towards e-learning job burnout and work performance and positive relationship between resistance to change and job burnout in teachers. The results were discussed in terms of different strategies help teachers to cope to change, develop attitude towards e-learning, proliferate work performance and reduce job burnout.enThesis