<![CDATA[Outcome-Based Education (OBE) has gained prominence as a contemporary educational framework aimed at aligning teaching, learning, and assessment with clearly defined learning outcomes. While its adoption promises improved educational quality and accountability, the implementation process often places considerable pressure on teachers, particularly in developing countries such as Bangladesh. This study examines the relationship between OBE implementation and teachers’ stress, with special emphasis on its effects on the well-being of university faculty members. Primary data were collected from four universities in Dhaka through a structured questionnaire designed to capture OBE-related stress factors, including workload, professional training, pressure to achieve prescribed outcome benchmarks along with a semi structured interview to understand the context.The findings reveal that these challenges significantly affect teachers’ mental and physical health, job satisfaction, and overall professional well-being. The study underscores the need for comprehensive capacity-building initiatives, clear and practical policy guidelines, and stronger institutional support mechanisms. It further argues for the development of a sustainable, market-oriented, and teacher-friendly education model in Bangladesh to replace the existing framework and ensure the effective and humane implementation of OBE.]]>
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