Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
A STUDY OF PATH RELATIONSHIP OF WORKPLACE STRESSORS WITH PHYSICAL AND PSYCHOLOGICAL HEALTH OF UNIVERSITY TEACHERS
Corresponding Author(s) : Saghir Ahmad
Humanities & Social Sciences Reviews,
Vol. 9 No. 2 (2021): March
Abstract
Purpose of the study: The purpose of this study was to explore the path relationship of workplace stressors and faculty health of university teachers.
Methodology: It was a quantitative and correlational survey study in nature. Two hundred and fifty faculty members were selected as a sample of study conveniently. A self-developed questionnaire on a Likert scale was used to explore the level of association between workplace stressors and teachers’ health. The validity and item consistency were measured by structural modeling. For this, four tests were applied. The Consistency values showed strong validness and highly significant consistent and reliable scales of workplace stressors and faculty health.
Main Findings: The findings of the study show that is a strong significant positive association between workplace stressors and faculty health r = .81. This strong correlation confirms that the health of teaching faculty is affected by workplace stressors.
Applications of this study: The study has practical implications for teachers’ health and stress factors in the teaching profession. This study contributed positively to producing new knowledge in the psychology field. The university administration may pay attention to provide a stress-free atmosphere to faculty members for their good health.
Novelty/Originality of this study: The readers may come to know about workplace stressors and how stressors are associated health of teachers. The analysis was done by using SmartPLS which was used to determine the relationship between variables.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Aftab, M., & Khatoon, T. (2012). Demographic differences and occupational stress of secondary school teachers. European Scientific Journal, 8(5), 159-175.
- Ahmad, S., & Hussain, A. (2019). Authentication of psychosomatic capability and workplace life of teachers scales by structural equation modeling. Journal of Educational Research, 22(2), 68-81. http://jer.iub.edu.pk/journals/JER-Vol-22.No-2/6.pdf
- Ahmad, S., Batool, A., & Ajmal, M. (2020). Tele-Schooling as distance learning approach in schools of Pakistan during Pandemic COVID-19. International Journal of Distance Education and E-Learning, 6(1), 66-82.
- Ahmad, S., Batool, A., & Hashmi, M. A. (2020). Relationship between spiritual practices in managing stress and teaching profession of university academicians. Hamdard Islamicus, 43(1), 77-94.
- Ahmad, S., Batool, A., & Hussain, A. (2019). Path relationship of time management and academic achievement of students in distance learning institutions. Pakistan Journal of Distance and Online Learning, 5(2), 191-208. http://journal.aiou.edu.pk/journal1/index.php/PJDOL/article/view/441/89
- Ahmad, S., Batool, A., Naz, S., & Qayyum, A. (2021). Path analysis of customer satisfaction about quality education in Pakistani universities. Elementary Education Online, 20(5), 728-743. http://ilkogretim-online.org/fulltext/218-1613099749.pdf?1614074955
- Ahmad, S., Hussain, A., & Batool, A. (2019). Measuring professional life quality of university teachers: Scale construction and validation. Journal of Research and Reflections in Education, 13(2), 273-281. https://ue.edu.pk/jrre/articles/Article%2010.pdf
- Ahmad, S., Hussain, A., & Batool, A. (2019). Path analysis of genuine leadership and job life of teachers. Journal of Educational Sciences, 6(2), 1-14. https://jesar.su.edu.pk/uploa ds/journals/Article_No_01.pdf
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York.
- Bandura, A. (2000). Cultivate self-efficacy for personal and organization effectiveness Handbook of principles of organization behaviour. Oxford, UK: Blachwell.
- Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539. https://doi.org/10.1080/01443410500342492 DOI: https://doi.org/10.1080/01443410500342492
- Brackett, M. A., Palomera, R., Mojsaâ€Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-17. https://doi.org/10.1002/pits.20478 DOI: https://doi.org/10.1002/pits.20478
- Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195-209. https://doi.org/10.1080/01443410701491858 DOI: https://doi.org/10.1080/01443410701491858
- Chirico, F., Sharma, M., Zaffina, S., & Magnavita, N. (2020). Spirituality and prayer on teacher stress and burnout in an Italian cohort: A pilot, before-after controlled study. Frontiers in Psychology, 10, 1-7. https://doi.org/10.3389/fpsyg.2019.02933 DOI: https://doi.org/10.3389/fpsyg.2019.02933
- Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/10.1037/a0029356 DOI: https://doi.org/10.1037/a0029356
- Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 1-37. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/658
- Hair, J. G. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Edinburgh Gate Harlow: Pearson Education Limited. https://doi.org/10.1108/EBR-10-2013-0128 DOI: https://doi.org/10.1108/EBR-10-2013-0128
- James, G. A., Kelley, M. E., Craddock, R. C., Holtzheimer, P. E., Dunlop, B. W., Nemeroff, C. B., & Hu, X. P. (2009). Exploratory structural equation modeling of resting-state fMRI: applicability of group models to individual subjects. Neuro Image, 45(3), 778-787. https://doi.org/10.1016/j.neuroimage.2008.12.049 DOI: https://doi.org/10.1016/j.neuroimage.2008.12.049
- Kabito, G. G., Wami, S. D., Chercos, D. H., & Mekonnen, T. H. (2020). Work-related stress and associated factors among academic staffs at the university of Gondar, Northwest Ethiopia: An institutionbased cross-sectional study. Ethiopian Journal of Health Sciences, 30(2), 223-232. https://doi.org/10.4314/ejhs.v30i2.10 DOI: https://doi.org/10.4314/ejhs.v30i2.10
- Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002 DOI: https://doi.org/10.1016/j.cedpsych.2011.01.002
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628 DOI: https://doi.org/10.1080/00131910120033628
- Lambert, R., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. Understanding teacher stress in an age of accountability. Greenwich, CT: Information Age. https://webpages.uncc.edu/~rglamber/Rsch6120%20Materials/Week%203%20Case%20Stu dy.pdf
- McCarthy, C. J., Kissen, D., Yadley, L., Wood, T., & Lambert, R. G. (2006). Relationship of teachers’ preventive coping resources to burnout symptoms. Understanding teacher stress in an age of accountability. Research on stress and coping in education. IAP - Information Age Publishing, Inc. https://doi.org/10.1037/e526412006-001 DOI: https://doi.org/10.1037/e526412006-001
- Motie, M. R. (2010). Prevalence of job stressors in male pre-hospital emergency technicians. Journal of Fundamentals of Mental Health, 12(1), 4-9. https://www.researchgate.net/publication/215445233_Prevalenc e_of_job_stressors_in_male_pre-hospital_emergency_technicians
- Olson, M. H., & Ramirez, J. J. (2015). Introduction to theories of learning. Psychology Press. https://doi.org/10.4324/9781315664965 DOI: https://doi.org/10.4324/9781315664965
- Pajares F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 91(2), 116-125. https://doi.org/10.1207/s15430421tip4102_8 DOI: https://doi.org/10.1207/s15430421tip4102_8
- Schonfeld, I. S., Bianchi, R., & Luehring-Jones, P. (2017). Consequences of job stress for the mental health of teachers. In Educator stress (pp. 55-75). Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_3 DOI: https://doi.org/10.1007/978-3-319-53053-6_3
- Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi.org/10.4236/ce.2016.713182 DOI: https://doi.org/10.4236/ce.2016.713182
- Toloei, M., Faghihzadeh, S., & Sadooghi-Asl, A. (2006). The nurses’ motivating factors in relation to patient training. Journal of Hayat, 12(2), 43-51. http://hayat.tums.ac.ir/article-1-210-en.html
- Tschannen, M. M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003 DOI: https://doi.org/10.1016/j.tate.2006.05.003
- Unal, S. (2000). Professional stress of teachers, its indicators and coping attitudes. Hacettepe University Journal of Education, 19(2), 149-155. https://dergipark.org.tr/en/download/article-file/88046
- Van Dick, R., & Wagner, V. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71(2), 243-259. https://doi.org/10.1348/000709901158505 DOI: https://doi.org/10.1348/000709901158505
References
Aftab, M., & Khatoon, T. (2012). Demographic differences and occupational stress of secondary school teachers. European Scientific Journal, 8(5), 159-175.
Ahmad, S., & Hussain, A. (2019). Authentication of psychosomatic capability and workplace life of teachers scales by structural equation modeling. Journal of Educational Research, 22(2), 68-81. http://jer.iub.edu.pk/journals/JER-Vol-22.No-2/6.pdf
Ahmad, S., Batool, A., & Ajmal, M. (2020). Tele-Schooling as distance learning approach in schools of Pakistan during Pandemic COVID-19. International Journal of Distance Education and E-Learning, 6(1), 66-82.
Ahmad, S., Batool, A., & Hashmi, M. A. (2020). Relationship between spiritual practices in managing stress and teaching profession of university academicians. Hamdard Islamicus, 43(1), 77-94.
Ahmad, S., Batool, A., & Hussain, A. (2019). Path relationship of time management and academic achievement of students in distance learning institutions. Pakistan Journal of Distance and Online Learning, 5(2), 191-208. http://journal.aiou.edu.pk/journal1/index.php/PJDOL/article/view/441/89
Ahmad, S., Batool, A., Naz, S., & Qayyum, A. (2021). Path analysis of customer satisfaction about quality education in Pakistani universities. Elementary Education Online, 20(5), 728-743. http://ilkogretim-online.org/fulltext/218-1613099749.pdf?1614074955
Ahmad, S., Hussain, A., & Batool, A. (2019). Measuring professional life quality of university teachers: Scale construction and validation. Journal of Research and Reflections in Education, 13(2), 273-281. https://ue.edu.pk/jrre/articles/Article%2010.pdf
Ahmad, S., Hussain, A., & Batool, A. (2019). Path analysis of genuine leadership and job life of teachers. Journal of Educational Sciences, 6(2), 1-14. https://jesar.su.edu.pk/uploa ds/journals/Article_No_01.pdf
Bandura, A. (1997). Self-efficacy: The exercise of control. New York.
Bandura, A. (2000). Cultivate self-efficacy for personal and organization effectiveness Handbook of principles of organization behaviour. Oxford, UK: Blachwell.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539. https://doi.org/10.1080/01443410500342492 DOI: https://doi.org/10.1080/01443410500342492
Brackett, M. A., Palomera, R., Mojsaâ€Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-17. https://doi.org/10.1002/pits.20478 DOI: https://doi.org/10.1002/pits.20478
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195-209. https://doi.org/10.1080/01443410701491858 DOI: https://doi.org/10.1080/01443410701491858
Chirico, F., Sharma, M., Zaffina, S., & Magnavita, N. (2020). Spirituality and prayer on teacher stress and burnout in an Italian cohort: A pilot, before-after controlled study. Frontiers in Psychology, 10, 1-7. https://doi.org/10.3389/fpsyg.2019.02933 DOI: https://doi.org/10.3389/fpsyg.2019.02933
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/10.1037/a0029356 DOI: https://doi.org/10.1037/a0029356
Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 1-37. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/658
Hair, J. G. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Edinburgh Gate Harlow: Pearson Education Limited. https://doi.org/10.1108/EBR-10-2013-0128 DOI: https://doi.org/10.1108/EBR-10-2013-0128
James, G. A., Kelley, M. E., Craddock, R. C., Holtzheimer, P. E., Dunlop, B. W., Nemeroff, C. B., & Hu, X. P. (2009). Exploratory structural equation modeling of resting-state fMRI: applicability of group models to individual subjects. Neuro Image, 45(3), 778-787. https://doi.org/10.1016/j.neuroimage.2008.12.049 DOI: https://doi.org/10.1016/j.neuroimage.2008.12.049
Kabito, G. G., Wami, S. D., Chercos, D. H., & Mekonnen, T. H. (2020). Work-related stress and associated factors among academic staffs at the university of Gondar, Northwest Ethiopia: An institutionbased cross-sectional study. Ethiopian Journal of Health Sciences, 30(2), 223-232. https://doi.org/10.4314/ejhs.v30i2.10 DOI: https://doi.org/10.4314/ejhs.v30i2.10
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002 DOI: https://doi.org/10.1016/j.cedpsych.2011.01.002
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628 DOI: https://doi.org/10.1080/00131910120033628
Lambert, R., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. Understanding teacher stress in an age of accountability. Greenwich, CT: Information Age. https://webpages.uncc.edu/~rglamber/Rsch6120%20Materials/Week%203%20Case%20Stu dy.pdf
McCarthy, C. J., Kissen, D., Yadley, L., Wood, T., & Lambert, R. G. (2006). Relationship of teachers’ preventive coping resources to burnout symptoms. Understanding teacher stress in an age of accountability. Research on stress and coping in education. IAP - Information Age Publishing, Inc. https://doi.org/10.1037/e526412006-001 DOI: https://doi.org/10.1037/e526412006-001
Motie, M. R. (2010). Prevalence of job stressors in male pre-hospital emergency technicians. Journal of Fundamentals of Mental Health, 12(1), 4-9. https://www.researchgate.net/publication/215445233_Prevalenc e_of_job_stressors_in_male_pre-hospital_emergency_technicians
Olson, M. H., & Ramirez, J. J. (2015). Introduction to theories of learning. Psychology Press. https://doi.org/10.4324/9781315664965 DOI: https://doi.org/10.4324/9781315664965
Pajares F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 91(2), 116-125. https://doi.org/10.1207/s15430421tip4102_8 DOI: https://doi.org/10.1207/s15430421tip4102_8
Schonfeld, I. S., Bianchi, R., & Luehring-Jones, P. (2017). Consequences of job stress for the mental health of teachers. In Educator stress (pp. 55-75). Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_3 DOI: https://doi.org/10.1007/978-3-319-53053-6_3
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi.org/10.4236/ce.2016.713182 DOI: https://doi.org/10.4236/ce.2016.713182
Toloei, M., Faghihzadeh, S., & Sadooghi-Asl, A. (2006). The nurses’ motivating factors in relation to patient training. Journal of Hayat, 12(2), 43-51. http://hayat.tums.ac.ir/article-1-210-en.html
Tschannen, M. M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003 DOI: https://doi.org/10.1016/j.tate.2006.05.003
Unal, S. (2000). Professional stress of teachers, its indicators and coping attitudes. Hacettepe University Journal of Education, 19(2), 149-155. https://dergipark.org.tr/en/download/article-file/88046
Van Dick, R., & Wagner, V. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71(2), 243-259. https://doi.org/10.1348/000709901158505 DOI: https://doi.org/10.1348/000709901158505