Organisational Stress among Faculty Members of Higher Education Sector
Author: Areekkuzhiyil, Santhosh
Date: 2011-06-10
Type: Reports - Research
Subjects: Higher Education,College Faculty,Teaching Conditions,Faculty College Relationship,College Environment,Employer Employee Relationship,Anxiety,Gender Differences,Teaching Experience

Background: Quality faculty members is a must for any higher education institution aspiring for Quality. Organisational stress one of the most important factors influencing the quality and efficiency of the faculty. Hence, the Organisational stress has to be managed in such a way that it should contribute to the quality of higher education. Hence the study is designed as an attempt to analyse the organizational stress and quality of work life of faculty members of higher educational institutions. Purpose: (1) To identify the level of organizational stress among the teachers in higher education sector; (2) To compare the level of organizational stress among teachers belongs to different groups based on gender, experience, and type of management of institution; and (3) To Identify the different aspects and their relative role in the organizational stress among the teachers in higher education sector. Study Sample: 160 faculty members from higher educational institutions. Research Design: Cross-Sectional;   Data Collection and Analysis: The primary data required for the study has been collected by using Organizational Stress Scale developed by the investigator. Statistical tools used are percentage analysis and test of significance of difference between means. Findings: (1) The mean Organizational Stress scores of male teachers (106.12) are higher than the mean Organizational Stress scores of female teachers (100.63). The difference is statistically significant at 0.05 level. (2) The less experienced teachers have less mean Organisational Stress scores (95.67) than the medium experienced category (102.93) and more experienced category (101.69) of teachers. This difference is statistically significant at 0.05 level. (3) The teachers belonging to aided institutions have less organizational stress scores (97.5) than teachers of self financing sector (105.07) and government sector (104.33). This difference is statistically significant at 0.05 level. (4) Among the various factors contributing organizational Stress of teachers in higher education Sector Reward &amp; Recognition System (22.26 %), Organisational Process (21.2 %), and Organisational Culture (20.54 %) together occupies a major share (64 %). Conclusion: The study reveals that the organizational stress level is comparatively high among faculty members in higher education sector. The organizational stress level of faculty members of higher education sector depend on gender, type organization, and length of experience. Reward & Recognition System, Organisational Process, and Organisational Culture etc are the important elements contributing to the organizational stress of faculty members of higher education sector. Citation: Areekkuzhiyil, Santhosh. (2011) Approaches to Instruction: A Manual for Professional Practitioners. New Delhi: Neelkamal Publications Pvt. Ltd. Cooper, C.L. et al (1988) Living with Stress. London: Penguin. University Grants Commission. (2003) Higher Education in India: Issues, Concerns and New Directions. New Delhi: UGC. Van Houtte, M. (2006). Tracking and Teacher Satisfaction: Role of Study Culture and Trust. The Journal of Educational Research, 247-254. Zembylas, M. (2007). Five pedagogies, A thousand possibilities: Struggling for Hope and Transformation in Education. Rotterdam, Netherlands: Sense Publishers.