LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 8 August 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Occupational Role Stress of the Public and Private Sector Universities Teachers

Fauzia Khurshid, Ph.D.
Zahir Uddin Butt, Ph.D.
Sufiana K. Malik, Ph.D.

Abstract

This study aimed to explore phenomena of occupational role stress among the private and public sector universities teachers. The sample comprised 500 teachers including 250 from public and 250 from private sector universities. University Teachers Stress Inventory (UTSI), developed by Khurshid (2008) was used UTSI questionnaire was used to measure dimensions of university teachers’ occupational role stress. The psychometric properties of UTSI questionnaire were determined and yielded that it was a reliable tool. Statistical tests including mean, standard deviation, percentages and correlation analysis were calculated to test the research hypotheses.

The findings indicated that as a whole the university teachers experience moderate to high level of occupational role stress, however, teachers working in the public sector universities experienced higher stress as compared to the private sector university teachers. The key reason for occupational role stress of public sector university teachers was their relationships with their colleagues, whereas for the private sector teachers their workload caused occupational role stress.

The study also explored effects of demographic variables age, gender, marital status, qualification, income, experience, and nature of job contract on teachers occupational role stress. It was found that the demographic variables have effects on determining the level of occupational role stress.

Key words: Occupational role stress, university teacher, level of occupational role stress, dimensions of occupational role stress.

Introduction

Occupational stress is considered as one of the leading causes of work-related health problems in almost all professions around the world. In the past, there has been considerable research mainly in the developed countries on the nature, causes and effects of occupational role stress on the psychological wellbeing of employees (Ivancevich & Ganster, 1987, French et al, 1982; Hocky 1987).

Previous studies related to the teaching profession have pointed out that teaching may be one of the most stressful of all occupations, following air traffic controllers and surgeons (Truch, 1980). In a study, Cox & Brockley (1984) attempted to make a comparison of teachers with non-teachers and found that 67 per cent of the teachers reported that their work itself was the main source of occupational stress for them, as opposed to 35 per cent of the non-teachers. Kyriacou and Sutcliffe (1978) carried out a study on a sample of 700 teachers in the UK. They found that 25 percent of the respondents recorded their job to be “very stressful” and “extremely stressful”. Several multidisciplinary studies have focused on the dimensions of occupational role stress including interpersonal relationships, role ambiguity, role conflict, workload, and lack of resources, students' attitudes towards work and job autonomy (Blase, 1982; Fletcher and Payne, 1982; Fraser, 1998; Kyriacou and Sutcliffe, 1978; Okebukola and Jegede, 1989). The implications of such studies helped raise concern on staff reactions to work pressure and the effects of stress on the university teachers’ health and wellbeing.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Fauzia Khurshid, Ph.D
Associate Professor
National University of Modern Languages (NUML)
Islamabad, Pakistan
nimra2000@hotmail.com

Zahir Uddin Butt, Ph.D.
Human Resources Development Consultant
zahiruddin.butt@aramco.com

Sufiana K. Malik, Ph. D.
Assistant Professor
National University of Modern Languages (NUML)
Islamabad, Pakistan
education_peace@yahoo.com
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