Analyzing Work Stress Indicators and Remedial Measures Among Faculty in Higher Education Institutions

Abstract

Purpose - This study explores the key indicators of work stress and identifies remedial measures to alleviate occupational stress among faculty members in higher education institutions. The research emphasizes the significant challenges faculty face, such as workload, role ambiguity, work-life imbalance, and insufficient resources, and proposes solutions to enhance well-being and institutional productivity.

Design/methodology/approach - A descriptive research design was employed, incorporating a correlation survey to analyze stress indicators and coping mechanisms. Data were collected using a validated survey instrument with a five-point Likert scale. Statistical analysis, including factor analysis and chi-square tests, was conducted using SPSS software to identify stress factors and evaluate the effectiveness of proposed interventions.

Findings - Seven key dimensions influencing work stress were identified, including personal burnout, operational gaps, role strain, role overload, professional stagnation, lack of motivation, and workplace strain. Personal burnout emerged as the most significant stressor, highlighting issues such as inadequate compensation and limited growth opportunities. Proposed remedial measures include wellness programs, mentorship, resource allocation, and institutional support policies to address these factors and improve faculty well-being and engagement.

Originality/value - This study provides a comprehensive understanding of the complex dynamics of occupational stress in academia and offers actionable strategies to improve faculty job satisfaction and institutional effectiveness. The findings underscore the importance of culturally tailored interventions to address region-specific challenges and promote a supportive work environment in higher education institutions