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COLLEGE PROFESSORS
1.1 EXECUTIVE SUMMARY
Teachers especially working at university level are under a great deal of stress related to various
occupational stressors. Occupational stressors contribute to organizational inefficiency, high staff
turnover, absenteeism due to sickness, decreased quality, and quantity of practice, increased costs
of health care, and decreased job satisfaction. When there is a prolonged experience of
occupational stress, it leads to professional burnout.
This increase negative orientation to work is probable due to the fact that man no longer finds
meaning or a sense of him/herself in the community or as Freud (1962) ones suggested, but
which does not seen to exist today, his work at least gives him a secure place in a portion of
reality in the human community. It is because of the dramatic changes that have taken place in
society over the last decade or two that work and life stress have become more immediate
focal points of interest. This interest has reflected itself in an ever increasing research
orientation into occupational stress, the impact of life events, stress with a burgeoning and
desperate range of investigations being undertaken into the sources and manifestation of stress, it
was felt that we should step back and reflect on what should or needs to be done, that is to
focus on priorities or issues or problem areas of importance
The aim of this study was to investigate exposure to stress at work in university teachers. The
study was carried out via online questionnaire and includes a representative sample of 60
professors employed by Mumbai University. This included all teaching positions. Fifty-seven
percent of the samples were women. The participants answered a questionnaire of our own
design that measured six groups of stressors: workload, material and technical conditions at
work, relationships with colleagues at work, work with students, work organization, and social
recognition and status. Women reported greater stress than men. Full professors, reported lower
exposure to stress at work than associate professors, assistant professors, and assistants.
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1.2 INTRODUCTION
Todays life is full of challenges. In everyday life we come across many situations. The
work of a teacher is a physically and mentally challenging. A teacher needs to use a lot of
energy in his daily chores in the classroom coupled with his personal and family commitments.
This trend which is a routine for a teacher forwards a lot of stress to the teacher. More than
ever before work is not seen as the root of infinite satisfaction and fulfillment, but rather a
source of stress, discontentment and humiliation.
The work of university teachers has largely changed recently. Thorsen was among the first to
observe that the occupation of academics had lost the characteristics for which it was
traditionally considered stress-free and beneficial for work well-being and he determined that
the quantity of work rather than its quality had become a source of stress for the members of the
academic community. In recent years, many other authors have confirmed this increasing
pressure on university teachers, which is a result of a change in the policy and social status of
higher education. The growing number of students and teachers and stronger connections with
industry make the academic community less isolated and elite and the working conditions at
universities are becoming similar to those of other professions.
By all definitions the profession of teaching has a very prestigious place in all professions. A
teacher is a kingpin in the entire system of education. Almost all cultures of the civilized world
have considered their teachers in a very high esteem. They are very often been given names
like Master Mentor and Guru. To achieve this status teachers throughout the history of
civilization have come up to the expectations of the world around them. Most thinkers and
philosophers of the past who are still remembered are because they had their disciples and
students.
The globalization and privatization of the education system in different countries and in India
forced the higher education to be more competent so as to produce the stakeholders with better
knowledge, accommodativeness, skills and competencies which are essential for survival in the
world market. In tune with this, the Indian higher education system had undergone rapid
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challenged organizational
structure and climate, inadequate personal and professional efficiency, strained intra and
interpersonal interactions and, environmental factors existing within the university in
which they are working.
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For the purpose of the study, the investigator randomly selected 60 professors with
specialization. All the teachers working in the faculties of Commerce and Science in the
sample universities were professors taken as the sample of the study. There is much scope for
future research by developing for example a comparative analysis of public and private sector
universities. In addition, cross-cultural dimensions can also be taken into consideration while
studying various facets of ORS contributing to stress and burnout faced by academic staff in
different countries.
Furthermore other variables such as coping behaviors or social support could be included as
moderating variables. The relationship between job stress, coping skills and performance could
also be analyzed with reference to different types of teaching (technical and non technical) and
different types of universities (aided and self-aided). In future studies, the study could be
extended to non-academic staffs that have a lower salary, fewer opportunities for professional
growth and receive less respect than academic staff.
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CHAPTER 2
2.1 Literature Review
Occupational stress is one of the largely discussed areas by various educationists, researchers,
psychiatrists, physicians and management gurus. They have highlighted different sources and
symptoms of stress faced by various professionals. Blip et al. (1994) in their research on
occupational stress among university teachers found out that two third of the university
faculty reported that they perceived job stress at least half of the scheduled time. Faculty also
expressed burnout, health problems caused by job stress, decreased work output, low capacity
to manage the work stress and basis of job change. According to Blix et al., over workload is
one of the most frequently quoted reasons for considering job change? Female teachers
reported more tendencies to consider job change due to work stress. Research related activities
described to be more stressful than either teaching or service.
Slicskovic and Sersic (2011): Conduct a research on work stress, they found that teachers in
higher education are exposed to high level of occupational stress, middle positions and women
in particular.
Kousar, Fatima and Bashir (2004) conducted a study of stress management strategies adopted
by elementary school principals. The study identified that job-related stress has negative impact
on the personality of elementary school heads. The study also revealed that female school
administrators take more stress as compared to male heads. Male teachers having support of
their staff members can easily manage stress as compare to female heads. The results also show
that workload is the major cause of stress, and male heads can better manage their stress as
compared to female heads.
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Mondel, Shreshtha and Bhaila (2011): Conduct a study on Job Stress and Job Satisfaction of the
teacher of the school and they found that teachers were party satisfied with responsibility for
their worker relationship. They had with students and the work itself. But they need some more
support and recognition from the institution or management. The participating school teachers
were experiencing mild to moderate stress from their job overall.
Among the sources of teachers stress identified by research, student discipline problems,
student apathy, lack of time management, paper work, unclear administrative expectations and
lack of cooperation among teachers have been mentioned frequently (Glasser, 1986, as cited in
Duke, 1990). Arnold and Feldman (1986.p.461) explored number of potential sources of job
stress experienced by different persons.
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3) Rate of life change, geographical mobility, career concerns, and personal factors.
Stress is an unavoidable characteristic of life and work. In any job, there are wide variety of
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potential causes of stress, some of which are common to both men and women, and others are
specific to each group. Occupational stress describes physical, mental and emotional wear and
tear brought about by incongruence between the requirement of job and capabilities, resources
and needs of the employee to cope with job demands (Akinboye et al., 2002).
The word coping has been used mainly with two meaning- ways of dealing stress and the effort
to master harmful conditions, heat or challenge (Pareek,1997).
Successful individuals demonstrate exceptionally effective interpersonal skills. Above and
beyond their technical expertise, they are adept at positively influencing other people. In the
work place this means understanding the underlying motivations of others, their thoughts and
feelings, communicating effectively about these, which includes giving and receiving the
effective feedback and enrolling people in doing what needs to be done with minimal stress,
conflict and resistance.
Factors
Percentage Response
39
want to
Coping with current job
28
23
Colleagues at work
10
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CHAPTER-3
3.1 Impact of stress on performance:
How does Stress Affect Performance?
The relationship between stress and performance has been portrayed by the stress
response curve created by Nixon P. in 1979. In addition, pressure, an important stressor,
has also a crucial influence on an individual's response to stress.
One of the most noticeable effects of stress in ones life is the changes in his performance.
While we can easily recognize the consequences of normal or excessive amounts of stress
through mere observation, its best to learn about the scientific relationship between stress and
performance.
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terms.
The curve shows that as the level of stress increases, the performance level also increases, to the
point of eustress, or healthy tension. Near the point of fatigue, an identified area called the
Comfort Zone indicates the range of stress levels that we can absolutely manage and facilitates
good performance levels.
As stress begins to be perceived as overwhelming or excessive, the person reaches a fatigue
point wherein the performance levels starts to decline. The ultimate end of overwhelming stress,
called burnout, can be exhaustion, ill-health or breakdown.
Positive Effects
As shown by the graph, performance levels increase when stress management is effective.
Stressors such as pressure and demands can facilitate better stress response and thus, higher
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levels of performance. For instance, a basketball player tries to run faster, shoot a three-point
shot and succeeds in it because of the pressure he has obtained from the audience, the close
scores and the tough opponents.
Another example is the short but adequate deadline given to an employee, which motivates and
encourages her to work actively and efficiently on the project assigned to her. Yet another
instance is an approaching major examination which leads a college student to double time on
studying and reviewing of lessons.
Negative Effects
When stress is perceived as uncontrollable or unmanageable, the person begins to experience a
gradual to drastic decrease in performance levels, causing a decline in productivity and
enthusiasm to respond to the stress.
For instance, a very tight deadline is given to an office employee who has to take care of her
four children at home and a sick mother at the hospital. This overwhelming mix of situations, if
not managed carefully and totally, will result to a poor performance at work, bad relationships
with other members of the family, ill health, and burnout.
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Looking at the left side of the graph, you will notice that low pressure or low levels of stress
results to s persons stress response as boredom or unchallenging. Even if the task is of great
important, in the absence of an appropriate level of pressure, attention and concentration to
perform the task are significantly low.
On the other hand, extreme levels of pressure doesnt mean high performance levels; rather, its
the same as the result from low pressure low performance levels due to unhappiness or
negative feelings due to overwhelming stress.
However, theres a region called the area of best performance. In this region, moderate
pressure resulting to optimum stress or stress that is totally manageable leads to the highest
level of performance.
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Stressors like workload, people issues, lack of work/life balance and job insecurity can cause a
dip in productivity at work, according to ComPsychs 2012 Stress Pulse survey.
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Stress management starts with identifying the sources of stress in your life. This isnt as
easy as it sounds.
Your true sources of stress arent always obvious, and its all too easy to overlook your
own stress-inducing thoughts, feelings, and behaviours.
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Sure, you may know that youre constantly worried about work deadlines. But maybe its
your procrastination, rather than the actual job demands, that leads to deadline stress.
To identify your true sources of stress, look closely at your habits, attitude, and excuses:
Do you explain away stress as temporary (I just have a million things going on
right now) even though you cant remember the last time you took a breather
Do you define stress as an integral part of your work or home life (Things are
always crazy around here) or as a part of your personality (I have a lot of nervous
energy, thats all).
Do you blame your stress on other people or outside events, or view it as entirely
normal and unexceptional?
Until you accept responsibility for the role you play in creating or maintaining it, your
stress level will remain outside your control. While unchecked stress is undeniably
damaging, there are many things you can do to reduce its impact and cope with
symptoms.
First of all you have to learn how to manage your stress. As you may feel like the stress in
your life is out of your control, but you can always control the way you respond.
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Managing stress is all about taking charge of your thoughts, your emotions, your
schedule,
your
environment,
and
the
way
you
deal
with
problems. Stress
management involves changing the stressful situation when you can, changing your
reaction when you cant, taking care of yourself, and making time for rest and relaxation.
There are various techniques for relieving or managing stress in your life.
1. Organize Yourself.
Take better control of the way you're spending your time and energy so you can handle stress
more effectively.
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6. Relax yourself by taking your mind off your stress and concentrating on
8. Be Aware of You.
Be aware of distress signals such as insomnia, headaches, anxiety, upset stomach, lack of
concentration, colds/flu, excessive tiredness, etc. Remember, these can be signs of potentially
more serious disorders (i.e., ulcers, hypertension, and heart disease).
CHAPTER-4
4.1 Analysis of the study
Following is the analysis done on the basis of responses for individual questions, received from
a sample size of sixty Professors teaching at degree college level at Mumbai University.
Headache
Anxiety
Sleeplessness
Irritability
Backache
Neck ache
Inability to
NEVER
5%
29%
18%
10%
24%
18%
28%
SOMETIMES
80%
41%
55%
63%
36%
27%
45%
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OFTEN
15%
30%
27%
27%
40%
55%
27%
concentrate
NEVER
SOMETIMES
OFTEN
Shift work
34%
36%
30%
Inadequate break
27%
45%
28%
2%
53%
45%
19%
45%
36%
19%
54%
27%
times
Very heavy work
load
Meeting
deadlines
Job insecurity
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Underpaid
30%
Often
54%
Sometimes
Never
0%
16%
10%
20%
30%
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40%
50%
60%
Undervalued
22%
33%
never
sometimes
often
45%
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Get Appreciation
19%
never
sometimes
often
36%
45%
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Work-Life Balance
14%
30%
14%
agree
strongly agree
disagee
strongly
disagee
41%
Travelling
Lack of exercise
Improper planning
Time limit
Deadlines
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This can be checked out by filling up the vacancies in the university departments and
recruiting adequate supportive staff. Further, the university administration should provide
adequate facilities to carry out the teaching-learning and research activities. Moreover, the
university administration and head of the respective departments should involve the staff during
decision making process and supervisory activities must be supportive to discharge the
responsibilities of junior staff than showing authority over them. In addition, opportunities for
promotion and career development shall be arranged. Similarly, the rules and regulations should
be relaxed to promote autonomy in workplace. Objectivity and transparency should be observed
in staff selections and promotions so as to develop work ethics, which is one of the essential
aspects to reduce stress among the staff at the universities in India.
Several researches has been conducted to reduce stress in teachers such as
introduction of stress management programmers, say for example emotional intelligence
training which helps the teachers to be
range of roles, responsibilities and demands of their work, manage emotional reactions to
specific situations and people, accurately pick-up on emotions in other people and react to
others emotions and understanding others needs and, socially skilled enough to use awareness
of ones own emotions and the emotions of others to manage interactions successfully.
Also, Steel (2001) suggested for introducing staff support for teachers through supervision in
the field of education. Supervision in other helping professions has been successful in providing
support, changing perceptions, managing emotions and coping with stressful situations and in
so doing has improved relationships with others and work performance.
In addition to these, the cognitive behavioral programmed to enhance teacher stress
management shall be taught to overcome stress. In this technique, the individual is encouraged
to reappraise or restructure the stressful situations so that they are no longer stressful by
removing cognitive distortion such as over-generalizing, magnifying and personalization and
introducing assertiveness training (Travers and Cooper, 1996). Further, the Employee
Assistance Programs or Counseling Services shall be adopted by the university administration
apart from organizing yoga classes and sports activities regularly to reduce the stressors in
university teachers.
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With regard to the professional burnout, the majority of the university teachers are experiencing
moderate and high levels of burnout. For this, the university should develop mechanisms to
detect the stressors causing strain in university teachers. Further, in order to reduce professional
burnout, Green glass and Burke (2003) suggested for social support, where it is seen as the
exchange of information leading a person to believe that he /she is cared for. It can also involve
provision of information, tangible, practical and for emotional help. Social support may also
moderate the impact of stressors on burnout so as to assist people with high stress to cope
better.
Thus the colleagues and the head of the department should be motivated to support the
teachers adequately in their teaching and research activities in order to reduce burnout. Further,
the administration should be supportive and facilitative than authoritative. Also, low selfefficacy is a central factor in the etiology of burnout (Cheeriness, 1990). High self-efficacy was
associated with lower emotional exhaustion, less cynicism, less depression and anxiety (Green
glass and Burke, 2000). Thus there is a need to improve the self-efficacy of the university
teachers which acts as a personal resource, reflects the persons optimistic self-beliefs about
being able to deal with critical demands by means of adaptive actions. It can also be regarded as
an optimistic view of ones capacity to deal with stress (Green glass and Burke, 2003).
In order to reduce burnout caused due to reduced personal accomplishment, the university
teachers should be motivated to set goals and should be supported to achieve the goal. The work
should be allotted in such a manner that suits to their skill and interest which will give scope to
accomplish the task which in-turn will improves their optimistic behavior. Also, involving
the
university teachers
in
their social interaction which will lead to accomplish the task allotted.
Predicted the professional burnout of the university teachers which once again recommend the
policy makers, national bodies, university administrators & teachers and researchers to work
towards managing the stressors causing prolonged stress in university teachers which in turn
prevent their burnout.
CHAPTER-5
5.1 Suggestions
Workshops should be conducted to polish their skills and to keep them updated with recent
trends in teaching
Working environment should be good
Frequent meeting should take place between top management and professors so their
problems are addressed on time
JAYASHREE NAYAK
The study on factors influencing stress and coping strategies was conducted on a random
sample of 200 (100 each of male and female) degree college teachers of Dharma city.
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Questionnaire for Demographic characteristic and Coping Strategies were used along with
Employment Organization Sources of Stressors scale (Telaprolu and George, 2005). Frequency,
percentage, t-test, correlation and step wise regression were used for analysis. The factors that
caused stress always were mainly due to the interference of the employment organizational
responsibilities with their family organizational role, lack of their involvement in decision
making that reduced their responsibilities and the participatory model in their organizational set
up which enhanced their responsibilities to the point of exhaustion. Majority of the teachers
revealed that stress was basically due to their laziness and also they were happy with fewer
responsibilities. The overall results of stress level revealed that, higher percentage of teachers
was in low stress category.
Gender wise significant difference was obsevered in case of personal development
stressor and inter-personal relation stressors, while it was no significant in case of work, role and
organizational climate stressors. Age was the influencing factor on the total stressors which was
statistically highly significant. Keeping ready well ahead, taking rest, avoiding strenuous posture,
taking balanced diet, walking, using sleeping pills and hot water therapy were practiced by the
teachers when they were physically stressed. Offering prayer, positive thinking, working ingroup, avoiding painful reminders, delegating the tasks and listening songs were practiced when
they were mentally stressed. There was no significant gender difference found with respect to
physical stress management where as it was significant in case of mental stress management
strategies.
Questionnaire
Study of Occupational Stress among Degree
College Professors
Confidential Questionnaire Stress Survey
Name *
Gender *
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Female
Male
Contact
Never
Sometimes
Often
Headaches
Anxiety
Sleeplessnes
s
Irritability
Backache
Neck ache
Inability to
concentrate
Never
Shift work
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Someti
mes
Often
Inadequate
break
times/mealtimes
Very heavy
workload
Repetitive/borin
g work
Meeting
Deadlines
Job insecurity
3. Do you feel you?
Please tick the appropriate box.
Never
Sometime
s
Often
Are underpaid
Are undervalued
Receive
appreciation for
good work
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Strongly Disagree
Disagree
Agree
Strongly Agree
5. Please list below what you feel are:
(a) The main cause of stress in your job?
(c) The steps you think could be taken to ease the situation.
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5.3 Conclusion
Stress is common for all organizations which play a vital role in developing economy of our
country and lives of the people. Among those organizations, the educational institutions face
more problems, due to teachers stresses. Teachers, they are the backbone of our country. They
produce great leaders that can change the fate of our country. Now-a-days, stress among school
teachers is becoming popular.
The result of occupational stress gives some negative effects, viz., absent- theism, teachers
turnover, illness and early retirement. In order to reduce the stress factor job satisfaction, job
security and proper environment should be given to them. In order to produce their output and
also to make their duty perfectly, they should be away from stress factors. The study can be
taken as a guide for further improvement and strategies can be changed and developed as the
environment is dynamic.
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5.4 Bibliography
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