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8/6/2019 A Study of the Stress Management Strategies Of
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A Study of the Stress Management Strategies of
University Academia in Pakistan
Submitted
by
Muhammad Irshad
Session 2006-08
The Islamia University of Bahawalpur
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IN THE
NAME OF ALLAH
THE MOST MERCIFUL
THE MOST BENEFICIENT
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ABSTRACT
The major purpose of the study was to analyze the stress management among
university teachers in Pakistan. For this purpose a 39 items questionnaire was
administered to 576 teachers of the nine Pakistani public universities. The research
tool was mainly based on the six constructs: professional stressors, work related
stressors, behavioual stressors, discipline and motivation as stressors, professional
dissatisfaction and stress coping strategies. Four hundred and ninety participants
returned the completed questionnaires. The responses were rated on strongly agree,
agree, disagree and strongly disagree type four points scale. A weighted frequency
and percentage of the agree-disagree sets of the responses was calculated. The
demographic effects were also worked out through independent sample t test and one
way ANNOVA followed by Bonferoni as a post hoc test.
It was found that there was a lot of paper work in the teaching profession. There was
less time for making academic preparation. Even they were not overcommitted. There
was low motivation among students for learning new things. At the same time most of
the teachers found themselves under security threats. They seemed helpless in this
situation. This situation appeared as a major cause of stress among more than half of
the teachers. There was partial impact of the demographic variables such as gender
and academic qualifications on the situation of stress at all the sampled universities.
The suggestions for policy and practice were made.
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DECLARATION
I hereby declare that this research has not been conducted at anywhere in the world up
to my knowledge and is the result of my independent effort. I certify that this
dissertation has not already been accepted in substance for any other degree nor it is
being submitted concurrently in candidature for any other degree.
_______________________
Muhammad Irshad
(The Researcher)
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ALL RIGHTS RESERVED
All rights of this thesis are reserved. No part of this thesis can be translated or copied
either by hand or by computer or photocopier or through any other method, without
the prior permission of the researcher.
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THE SUPERVISIOR’S CERTIFICATE
This research thesis entitled “A Study of the Stress Management Strategies of
University Academia in Pakistan” by Mr. Muhammad Irshad under my supervision is
hereby submitted to the Islamia University of Bahawalpur for the partial fulfillment of
the requirements of the degree of Master of Philosophy in Education.
__________________________
Supervisor
Assist. Prof. Dr. Akhtar Ali
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APPROVAL CERTIFICATE
This thesis entitled “A Study of the Stress Management Strategies of University
Academia in Pakistan” is hereby approved for the award of M. Phil in Education
Supervisor: ______________________
Chairman: ______________________
External Examiner: ______________________
Internal Examiner ______________________
Date: ______________________
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DEDICATION
Dedicated to ALMIGHTY ALLAH Who is more merciful and beneficent for all
human beings and whose blessings and beneficence cleared all the hurdles, problems
and difficulties of my path and enabled me to complete this difficult task. I dedicate
my research to my wife who contributed a lot to complete this study. Without her help
I will not be able to complete my research. God may bless her in whole of her life.
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ACKNOWLEDGEMENTS
The present research thesis has been completed after a long, continuous effort of three
years. First of all I pay hearty thanks to Almighty Allah whose great beneficence gave
me courage and will power to complete my research work.
I would like to pay thanks to Assist. Prof. Akhtar Ali for all of his best supervision
and support that he has given me throughout the writing of this thesis. I consider
myself fortune to have an opportunity to work in the supervision of such phenomenal
scholar and expert in research.
Finally I would like to pay my heartiest thanks to all the teachers of the Universities
of Pakistan who not only co-operated with me but also gave me a lot of help to
complete this study. They all guided me in the straight path which proved very fruitful
for the completion of my study.
July 2009, Muhammad Irshad
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Table of Contents
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List of Tables
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CHAPTER 1
INTRODUCTION
Now a day everyday life is full of stress. Almost everybody feels one or other
type of stress. It has adverse effects on various aspects of human life. A person has
to face some serious consequences of leading life continuously under stress. Many
of the serious diseases such as muscular problems are the result of stress.
This problem is more serious in developing countries like Pakistan where
every field of life is full of stress. The sensitive security situation, high inflation
rate, serious energy crisis and corruption have badly affected everyday life. There is
uneven distribution of wealth in the country. This gulf is being widened day by day.
The poor are becoming poorer. People belonging to the middle class predominantly
service men are the major victim of this situation. Those who either can’t do unfair
or don’t want to get their livelihoods through unfair means are facing more
difficulties.
University academia seemed much concerned about this situation. The society
is expecting more from the teachers. Most of the students seemed in search of
shortcuts. University authorities have become more demanding. Government and
public representatives are showing their undue involvement in the academic matters.
The meager rise in salaries on annual basis has no match with the everyday rise in
the market prices of the things of daily use. In this period of high inflation their
salaries seemed inadequate. Majority of the teachers try to do their jobs in an honest
manner. They feel helpless in this situation. As a result most of the teachers feel
themselves under stress.
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Statement of the Problem
The nature and type of the academic stress has been widely investigated all over the
world. It is important to know the causes of the various types of stresses among
university teachers in Pakistan. This study is an attempt to find out the strategies used
by the University academia in the country to cope with the academic stress.
Objectives of the Study
The study focused the following objectives:
To identify the cause of the stress among academia at university level in Pakistan.
To explore the level of stress among the university teachers in the country.
To make gender based comparisons among the academia regarding level of stress.
To know the types of the academic stress among the university teachers in Pakistan.
To find out the strategies used by the academia to deal with the academic stress.
Significance of the Study
Through this study an attempt was made to identify the major stressors in the life of
university academia in Pakistan along with the prevailing strategies to cope with these
stresses. This study has also explored the causes of stress among the university
teachers in the country. The academia in Pakistan can benefit from the findings of the
study by knowing appropriate ways to deal with the stress phenomena. As a result of
the study they can also avoid the causes of stress. It is expected that the teaching
learning situation and teachers’ efficiency will be improved by implanting the
recommendations of the research. The findings of the research will be shared with the
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University authorities, Teacher’s organizations in the country and Higher Education
Commission with a view to provide peace of mind to the faculty in Pakistan. This
would automatically lead to improve the quality of teaching learning process at the
high seats of learning in the country.
Delimitations of the Study
This research was delimited to the University faculty of Pakistan only. Among the
Universities a cluster of the general public sector institutions of higher learning was
processed. The institutions of higher learning functioning in the country before the
switch over of UGC to HEC were the target population of the study. A representative
sample of nine general universities was selected from this group of the universities.
The research tool was administered to sixty four teachers from each university.
Methodology of Research
Looking at the nature of problem descriptive method of research was used. The data
was collected by administering a four points Likert type questionnaire to the sampled
teachers.
Sample
All the universities working in the country was the population of the study. As the
public sector Universities was a larger and significant group so the study was
confined to these strata. Majority of the students in Pakistan were enrolled in general
universities. This research focused general universities. Now Higher Education
Commission (HEC) is playing a vital role in the functioning of the universities. After
the change of University Grants Commission (UGC) into HEC a number of new
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general public sector universities have been established in the country. Majority of the
newly established universities were passing through the process of development. It
was, therefore, decided to include public sector universities established before 2002 in
the study. So the nine higher learning institutions were through selected through
stratified sampling. It was decided to include universities from all the provinces of the
country. The list of the teachers working in these universities was got from the
Registrar office of each university. A random selection of fifty teachers was made
form each university.
The Questionnaire
Depending on the diversified nature of the sample questionnaire was used as a tool for
data collection. For this purpose a four point Likert type scale was designed and
validated through both logical and empirical means. The respondents were given an
opportunity to respond to the open ended questions.
Data Collection
The data was collected by administering a questionnaire to the subjects through
personal meetings.
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CHAPTER 2
A REVIEW OF THE RELATED LITERATURE
Concept of Stress
Stress has profound effect on human life. It has also penetrated into the life of
university academia (Quick, 1987). The association between an individual and its
environment has been emerged as the major cause of stress. Generally when a person
feels difficulty to meet environmental demands, his/her reactions appear in the form
of stress. This state of affairs may negatively affect the normal functioning of human
body and mind. Such lack of control over various situations might produce adverse
effects on human beings which appear in the form of tensions and various muscular
diseases.
Causes of Stress among Employees
The academic stress is mainly associated with University organization (Roger, 2009).
Appreciation level, current practices of teaching, factors associated with teaching,
availability of finances, relationship between home and work environment, and new
challenges in the teaching-learning process were appeared as the main causes of stress
among university academia in China and Hong Kong. Moreover, the external locus of
control was also emerged another significant cause of stress among university
teachers (Cheng-Ping, and Mei-Ya, 2009; Leung, Siu and Spector 2000).
The researchers at the Duch University identified emotional exhaustion, health
complaints and withdrawal behaviour such as lower level commitment with the
university as the important causes of the stress among the teachers the law
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department. It was noted that the withdrawal behavior have negative relationship with
resources and high job demands. Job demands depend on the number of students in
the class (Taris, Schreurs and Silfhout, 2001). The teachers with more loads of work
and less resources were found at the higher level of stress. There were some serious
health problems with such type of teachers (Schaufeli and Bakker, 2004). Another
challenge for the teachers is time pressure. There was positive association between
time pressure and the performance of the teachers (Sandra and Fritz, 2009).
Various types of conflicts among employees and employees versus institutions were
found significant stressors for the job related persons. Under this situation the
individual sometimes think to lose the job. After thorough investigation with health in
Hungary, Italy, the United Kingdom, and the United States, Glazer and Beehr (2005)
arrived at the conclusion that this stressor was more or less common at all the places
and dangerous for the organization.
The other stressors include employees’ professional competence, academic
performance of teachers, teachers’ self esteem, commitment with job, physical
environment of the workplace, safety, interaction between job and family, personal
and professional achievements, leadership behaviour, leadership expectations from
the workers, dissatisfaction with the nature of work and politics at the work place
(Forlin (2001), Gersch et.al. 2005, Johansson, Rosengren, Lappas, Wilhelmsen,
2003; Karatzias etal, 2002, Wong, Chen, Zu Lin and Cooper, 2002).
Impacts of Stress
Stress has significant impact on the performance of individuals. The individuals
usually could not perform up to the satisfaction level of the organization due to
institutional politics. They showed low level emotional commitment with the
organization. This resulted in the form of employees’ absenteeism from the job (Eran,
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and Galit 2010). The University teachers at India could not perform due to health
related stressors (Chamundeswari, Vasanthi and Parvathi 2009). The passive nature of
job was the cause of irritation among employees in Israel ( Kushnir and Melamed,
2007).
After intensive research work the team of Australian investigators noted the negative
effect of stress on energy levels, job satisfaction, organizational security and
organizational commitment (Bellman, Forster, Still and Cooper, 2003). Lensworth
and Livingston, (2006) concluded that a chronic nature stress was harmful for both the
physical as well as mental health of the individuals. The persons have to face serious
type of skin irritation due to the prolonged use of computer at the work place
(Wiholm, Arnetz and Berg, 2000). Physical and mental exhaustion was another side
effect of the academic stress (Schaufeli and Bakker, 2004).
Stress Management among University Academia
The effective precautionary measures in the shape of comfortable learning
environment for the teaching-learning process can help to avoid stress (Quick, 1987).
Both the psychological and the biological remedies might be the contributory factors
in this regard. The researchers concluded that empowering the employees and
practicing transformational leadership style indicated decline in job stress among the
employees in India (Amarjit, Nahum and Smita, 2009).
Likewise the teachers with high job satisfaction in Denmark were found with little
stress (Nielsen, Randall and Albertsen, 2007). It has come to know after analyzing
data collected through the nine months longitudinal quasi-experimental study on job
redesign that flexible job control, intrinsic motivation, effective use of talent and
feedback were crucial factors for the job satisfaction of the teachers (Holman, et.al.,
2009). As a result of the study on the job preferences of the self recruited academic
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employees extrovert persons gave indications of decreased stress levels. There was a
significant increase in the job satisfaction among teachers with low job satisfaction
(Stefansdottir and Sutherland, 2006).
The job satisfaction was found to be strongly associated with the commitment of the
teachers. It was noted that the satisfaction of self-esteem played a key role for winning
the emotional commitment with job among university academia in Egypt. As a result
there was a considerable stress reduction (Andrew, 2010). Furthermore, excursion
trips were considered essential for giving relief to the teachers from the feelings of an
academic fatigue ( Schaufeli and Bakker,2004).
After taking part in the stress management interventions the chronic stress patients
having joint problems showed significant improvements on measures of helplessness,
self-efficacy, coping, pain, and health status (Parker, etal., 2006). The chronic nature
stress adversely affected the health of people. In this regard health education can
contribute a lot for reducing the stress from everyday life. It is an urgent need to equip
the people with the knowledge of various social and environmental factors for making
appropriate changes in their life style. A course on health education and stress might
serve this need (Livingston, 2006).
There was a considerable improvement among the patients of stress (employee
absenteeism and performance ratings) after passing through the muscle relaxation
training (Murphy and Sorenson, 2007). It was noted that there was a high frequency of
skin problems among the persons associated with computer for the long time. The
significant relief among such patients was recorded after attending the formal training
( Wiholm, Arnetz and Berg, 2000).
It appears from the above discussion that throughout the globe the university academia
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feel under one or other type of stress. As Pakistan is not apart from the world so from
time to time the teachers and students here also express strong feelings of stress due to
some known or unknown reasons. The need was felt to explore the causes and stress
management strategies among stakeholders of the higher seats of learning in Pakistan.
CHAPTER NO 3
RESEARCH METHODOLOGY
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The present study deals with the analysis of the major stressors among university
teachers and the strategies to cope with these stressors. This problem was mainly
concerned with the current status of the stress among academia, so descriptive method
of research was considered appropriate for the study. Survey method was adopted to
elicit relevant information from the target population. A 39 items 4 point agree
disagree type questionnaire was administered by approaching 576 teachers of the nine
public sector general universities of Pakistan.
3.1 Population
All the university teachers were the population of this piece of research.
It was difficult to survey all the population. Available time and
resources were the major constraints in this regard. Due to the scattered
geographical nature of the participants stratified sampling was exercised
to get true replica of the target population.
3.2 Sample and Sampling
Multistage sampling was practiced to select the sample. It was more
than three stage sampling technique. First of all a list of all the
universities was downloaded from the site of Higher Education
Commission (HEC) of Pakistan. As per HEC site information in 2008,
124 institutions of higher learning were functioning in Pakistan. From
this list the universities working under public sector were identified.
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Then a cluster of the general universities was processed. Subsequently
ten sample universities were selected through stratified sampling from
all over the country.
Later on the departments having at least four teachers on their faculty
list were listed. Subsequently sixteen departments were randomly
picked up from this list. Science and arts department were equally
represented in the sample. Finally four teachers were randomly picked
up from this stratum. In this way 64 teachers were included in the
sample from each university. The final sample consisted of 640 faculty
members. The detail of the sample is given in table 3.1.
Table No 3.1
Details of the Sample
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S.No Province Name of
University
Science
Departments
Arts
Departments
Sample
size
1 Baluchistan University
of
Baluchistan
Quetta
8 8 64
2 Punjab The Islamia
University
of
Bahawalpur
8 8 64
3 Bahauddin
Zikria
University
Multan
8 8 64
4 The
University
of Punjab
Lahore
8 8 64
5 Sind TheUniversity
of Karachi
8 8 64
6 University
of Sind
Jamshoro
8 8 64
7 N.W.F.P University
Of Peshawar 8 8 64
8 Federal International
Islamic
University
Islamabad
8 8 64
9 Punjab Fatima
Jinnah
University
Rawalpindi
8 8 64
Total 72 72 576
3.2.1 Research Tool Development
An extensive literature review was made on the area of interest. All the
relevant research tools were identified. The colleagues of international
repute who had expertise in the field were requested to send the research
tools through e.mail attachment. In response to the mail three
questionnaires received. Moreover, five research tools were downloaded
from various websites. Looking at all the possibilities a 50 items
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questionnaire was developed. A four points agree-disagree Likert type
scale was attached to record the responses. This scale was based on the
six conceptual variables: professional stressors, work related stressors,
behavioual stressors, discipline and motivation as stressors, professional
dissatisfaction and stress coping strategies.
3.2.2 Validation of Research Tool
A panel of four experts was requested to establish face validity and
content validity of the questionnaire. The items getting approval from
all the experts retained on the research tool. Those items on which there
was agreement among three experts were revised in the light of the
critical comments of the experts. Inappropriate items were removed
from the questionnaire. In addition to that two open ended items on the
major causes and strategies to cope the stressors were included at the
end of the measuring instrument. All the items were put on random
arrangement. A demographic section was added to this questionnaire.
This questionnaire was piloted on 20 teachers of a public sector
university. Some more revisions were made in the light of the
inadequacies in the responses. A calculated value of Cronbach Alpha
reliability of the research was .8. The final version of the research tool
consisted of 39 items. Among these 4 items (item no 11, 13, 14, 15), 6
(1-6), 5 (27-30, 36), 6 (31-35, 37), 6 (16-21) and 5 (7-10, 12), 5(22-26)
were respectively on professional, work related, behavioural, associated
with time management, discipline and motivation associated,
professional dissatisfaction stressors and stress coping strategies. This
questionnaire was used for data collection.
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3.2.3 Data Collection
All the research sites were personally visited by the researcher. The
respondents were approached at their department. A copy of the
questionnaire was given to each respondent with a request to have
honest respond on all the items. In total sixty four teachers from sixteen
departments of each of the sampled university were in the study. The
questionnaires were distributed among 576 teachers of the nine public
sector universities of Pakistan. Enough time was given to complete the
research tool. The response rate varied from department to department
and university to university. Four hundred and ninety questionnaires
could reach to the researcher after completion. The response rate was
85%.
3.2.4 Difficulties faced by the researcher
1. The very first difficulty faced by the researcher during this study
was not to locate the departments as mentioned the address in the
given list from the registrar office.
2. Some of the female teachers did not co-operate due to their
domestic work and possessive behavior of their males. Some of
the male and female teachers did not agree to give the response
because they thought that why I am collecting this data and for
what purpose.
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3. Some times teachers did not co-operate with the teacher when
researcher reached in the department for data collection.
4. Sometimes after a long travel when the researcher reached in the
university, mostly teachers were not found in their departments.
3.3 Data Analysis
The responses were coded by putting the value of strongly agree,
agree, disagree and strongly disagree scale points with the respective
frequency 4, 3, 2 and 1. The weighted frequency was calculated
according to the position in which the responses occur. For example
strongly agree point on the scale was treated as 4 and not 1 likewise
strongly disagree category was taken as 1 and not 4. The weighted
frequencies of the items falling under each aspect of the stressors and
stress management strategy such as professional dissatisfaction of the
academia” were added by adding strongly agree and agree categories
into agree group of responses whereas strongly disagree and disagree
set of responses collectively give rise disagree set of views.
Subsequently cumulative frequency and percentage first on each agree
and disagree side of the scale, then total frequency of both the sides of
the scale on the item, total frequency and percentage for all the items
under each group of items respectively for agree and disagree side of
scale and finally total frequency for all the items of the scale was
worked out. Paired sample t test was employed to test the significance
of difference between agree and disagree sets of responses. The results
are given in the form of the following tables in chapter 4.
CHAPTER 4
Analysis of Data
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This chapter deals with the data collected through a questionnaire. The views were
coded by changing strongly agree, agree, disagree and strongly disagree categories
with the respective frequency 4, 3, 2 and 1. Then the responses were weighted
according to the position in which they occur. For example strongly agree point on the
scale was treated as 4 and not 1 likewise strongly disagree category was taken as 1
and not 4. The weighted frequencies of the items falling under each aspect of stress
management strategy such as “teachers’ perspective on professional investment” were
added by merging strongly agree and agree categories into agree group of responses
whereas strongly disagree and disagree set of responses collectively give rise disagree
side of responses. Then cumulative frequency and percentage first individually on
each agree and disagree side of the scale, then total frequency of both the sides of the
scale on the item, total frequency and percentage for all the items under each group of
items independently for agree and disagree side of scale and finally total frequency
for all the items of the scale was worked out. Paired sample t test was employed to
test the significance of difference between agree and disagree sets of responses. The
results are given in the form of the following tables
Table 4.1
Professional Stressors among University Academia
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Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
11 I lack recognition
for the extra work I
do.
390 53.20 343 46.79 733
13 I have no say in
making academic
decisions.
381 52.91 339 47.08 720
14 I lack control over
decisions made
about the university
matters.
334 46.19 389 53.80 723
15 I am not
emotionally
stimulated on the
job.
339 43.91 433 56.08 772
Total 1444 49% 1504 51% 2948
Paired Sample t test Disagree Mean=361Disagree Standard
Deviation=28.35
Agree Mean=376Agree Standard
Deviation=44.26
t=.425df=3
Sig=.699
Tab.4.1 indicates that more than 52% teachers received recognition for the
extra work they do and had some role in making academic decisions. However, they
lacked control over decisions regarding university matters as viewed by 53%
participants. Fifty six percent teachers had no emotional attachment with the job. In
total 51% teachers were not committed with teaching profession. Paired Sample t test
showed no significant difference between agree and disagree groups of responses on
the professional investment of teachers.
Table 4.2
Work Related Stressors among University Academia
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Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
1 I have too much work to do. 416 64.49 229 35.50 645
2 My workload is too big. 418 60.57 272 39.42 690
3 There is too much
paperwork in my job. 360 51.64
337
48.35 697
4 There is little time to
prepare for my lectures. 397 54.16 336 45.83 733
5 The pace of the University
day is too fast. 386 56.76 294
43.23
680
6 My personal priorities are
shortly changed due to time
demands.
417 58.64 294 41.35 711
Total 2394 58% 1762 42% 4156
Paired Sample t test Agree Mean=274.20
Agree StandardDeviation=17.51
Disagree
Mean=551.60Disagree Standard
Deviation=26.66
t= -15.574
df= 4Sig=.000
Table 4.2 shows that more than sixty four percent teachers have to do a lot of work as
their workload is too big. There is too much paper work in the job of 51% teachers.
More than 54% participants have little time to prepare for their lectures as the pace of
university day is too fast for them. They have to change their personal priorities due to
time demand. In total work is the major stressor among 58% university teachers.
There is significant impact of work related stressors on the lives of university teachers
as revealed by paired sample t’ test.
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Table 4.3
Behavioural Stressors among University Academia
Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
Frequency
27 I feel physical
exhaustion.
362 46.41 418 53.58 780
28 I feel mental
exhaustion.
324 40.85 469 59.14 793
29 I sleep more than
usual.
286 35.17 527 64.82 813
30 I rush in my
speech.
331 42.98 439 57.01 770
36 I think about
irrelevant matters
in theconversation.
352 46.37 407 53.62 759
Total 1655 42% 2260 58% 3915
Paired Sample t test Disagree Mean=331
Disagree Standard
Deviation=229.478
Agree Mean=452
Agree Standard
Deviation=48.124
t= -3.513
df= 4
Sig=.025
Regarding table 4.3, more than 53% teachers feel physical exhaustion and do
irrelevant conversation as a result of stress. More than fifty seven percent teachers feel
mental exhaustion and rush towards their speeches due to this stress. As a result of
this stress 64% teachers sleep more than their usual routine. Paired sample t test
indicated a significant impact of stress on the behavior of the university teachers.
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Table 4.4
Time Management as a Cause of Stress among University Academia
Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
31 There is not enough time to get the
things done. 367 49.59 373 50.40 740
32 I have to try doing more than one
thing at a time. 370 49.93 371 50.06 741
33 I become impatient if others do
things too slowly. 366 50.41 360
49.58
726
34 I have little time to enjoy the time of
day. 384 52.81 343 47.18 727
35 I easily over commit my self.
360 49.79 363 50.20 723
37 I feel uncomfortable wasting time. 359 51.06 344 48.93 703
Total 2206 51% 2154 49% 4360Paired Sample t test Disagree Mean=367.66
Disagree Standard
Deviation=9.048
Agree Mean=359
Agree Standard
Deviation=12.946
t=1.211
df= 5
Sig=.28
Table 4.4 reveals that about fifty percent teachers do not have enough time to get the
things done, they feel uncomfortable in wasting time, do not overcomit themselves
and become impatient if others do things very slowly. More than fifty two percent
teachers could not enjoy due to the stress.
Paired sample t test showed no significant difference between agree and disagree
sides of the scale on the time management.
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Table 4.5
Impact of Discipline and Motivation on Stress among university Academia
Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
16 I lack opportunities for
professional development. 332 44.20 419 55.79 751
17 I have to teach too poorly
motivated students. 343 46.22 399 53.77 742
18 I have to deal the students
with negative social
behaviors.
322
42.25
440 57.74 762
19 I feel insecure at the
department
262 31.79 562 68.20 824
20 I respond to stress by feelingvulnerable 313 39.17 486 60.82 799
21 I feel depress at the
department
282 34.09 545 65.90 827
Total 1854 40% 2851 60% 4705
Paired Sample t test Disagree Mean =309
Disagree Standard
Deviation =31.009
Agree Mean=
475.16
Agree Standard
Deviation =67.419
t=-4.152
df =5
Sig =.009
Table 4.5 shows that more than fifty three percent teachers lack opportunities for their
professional development, they have to teach poorly motivated learners and deal with
negative behaviours of the students. More than sixty eight percent respondents feel
insecure and depress in their departments due to this stress. Sixty percent teachers
seem helpless in this situation. Paired sample t test indicated significant impact of
discipline and motivation on the stress among academia.
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Table 4.6
Professional Dissatisfaction among University Teachers
Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
7 I have sufficient
opportunities in my job.
372 53.06 329 46.93 701
8 I am not progressing in my
job as rapidly as like. 347 47.86
378
52.13 725
9 I do not need more status on
my job.
376 52.51 340 47.48 716
10 My personal opinions are
sufficiently aired. 386 52.73 346 47.26 732
12 I receive an inadequate
salary for the work I do. 338 44.88 415 55.11 753
Total 1819 50% 1808 50% 3627Paired Sample t test Disagree
Mean=363.80
Disagree Standard
Deviation=20.35
Agree Mean=361.60
Agree Standard
Deviation=34.97
t= .091
df= 4
Sig=.932
Table 4.6 shows that more then fifty two percent teachers lack promotion in
their job as they are not progressing in their job as rapidly as they like. They need
more status on their jobs. Their personal opinions are not sufficiently aired. Fifty five
percent teachers receive an inadequate salary for the work they do in the university.
Paired sample t, test showed no significant difference between agree and disagree
group of responses on the professional distress.
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Table 4.7
Stress Coping Strategies among University Academia
Item
#
Items Disagree
Frequency
Disagree
%
Agree
Frequency
Agree
%
Total
Frequency
22 I have to use prescribed drugs. 258 30.35 592 69.64 850
23 I have to pass the University day with
shallow breath. 259 31.54 562 68.45 821
24 I feel increased blood pressure. 301 35.70 542 64.29 843
25 I have stomach pain of extended
duration. 278 33.98 540 66.01 818
26 I do not bother about the academic
problems. 275 34.50 522 65.49 797
Total 1371 33% 2758 67% 4129
Paired Sample t test Disagree Mean=274
Disagree StandardDeviation=20.21
Agree Mean=559
Agree StandardDeviation=24.13
t=-13.704
df=3Sig=.001
Table 4.7 points out that more than sixty six percent teachers have to use the
prescribed drugs as they feel stomach pain and pass the university day with shallow
breath. In case of 64% participants’ high blood pressure was reported. Sixty four
percent respondents do not bother about the academic problems. In total 67%
respondents’ revealed negative impact of stress on their lives. Paired sample t’ test
showed significant difference between agree and disagree group of responses in
favour of agree side.
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Effects of Demographic Variables on the Stress Management
Demographic variables provide base to the research variables of the measuring
instrument. Academic qualification, designation, gender, teaching and research
experience, international research publications and name of the university served as
demographic variables for this piece of research. An independent sample t test was
employed to calculate the effects of gender on the professional, behavioural,
discipline, motivation, time related stressors and professional frustrations. The effects
of the qualification, designation, experience, international research publications of
teachers and university on the core variables were worked out by One Way ANOVA
followed by Bonferroni as Post Hoc test. The results are as follows:
It was noted that the female faculty members do not have much control over
university related decisions (Male mean 2.05, Male standard deviation .897; female
mean 2.30, female standard deviation .916, t -2.289, df 269, p .023).
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Table 4.8
Effects of Gender on Work Related Stressors
Item
#
Items Gender
Mean
Gender
Standard
Deviation
T df p
3 There is too much
paperwork in my job.
Male Mean
2.21
Female
Mean
1.82
Male
Standard
Deviation
.855
Female
Standard
Deviation
.762
3.952 272 .000
4 There is little time to
prepare for my lectures.
Male Mean
2.25
Female
Mean2.01
Male
Standard
Deviation
.757Female
Standard
Deviation
.694
2.666 273 .008
5 The pace of the University
day is too fast.
Male Mean
2.15
Female
Mean
1.82
Male
Standard
Deviation
.810
Female
Standard
Deviation.734
3.522 273 .001
Overall impact Male Mean
2.2033
Female
Mean
1.8833
Male
Standard
Deviation
.05033
Female
Standard
Deviation
.10970
7.341 2 .018
Table 4.8 reveals that the male teachers have little time to prepare lectures as they
have to do more paper work in their job as compared to the female teachers.
University day passes more quickly for male faculty than female academia. In total
both the genders were significantly different on work related stressors. Male teachers
were more under work stress than their female colleagues.
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Male and female faculty members were found at the same level on the behaviour
related stressors, time management, professional frustration, discipline and
motivation.
Effects of Academic Qualifications on Stress Management
Professional qualification could not produce any significant impact on the
professional stressors.
Table 4.9
Effects of Academic Qualification on Work Related Stressors
Item
#
Items Mean
Difference in
Qualification
F df p
3 There is too much
paperwork in my job.
M.Sc.-M.A.
.471
3.171 273 .017
4 There is little time to
prepare for my lectures.
M.Phil-M.Sc.
.367
2.865 274 .039
5 The pace of the University
day is too fast.
M.Sc.-M.A.
.415
3.522 274 .030
It appears from the above table that the teachers holding M.Sc qualification has much
paper work in their job as compared to the faculty having M.A. degree in their credit.
In case of the former faculty the pace of the university day is faster than the latter
ones. The academia with M.Phil qualification has less time to prepare for teaching as
compared to M.Sc. degree holding faculty.
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Table 4.10
Effects of Academic Qualification on Behavioural Stressors
Item
#
Items Mean
Difference in
Qualification
F df p
27 I feel physical exhaustion. M.Sc.-M.A.
.635
M.Phil-M.A.
.560
7.571 274 .001
.002
28 I feel mental exhaustion. M.Phil-M.Sc.
.493
M.Phil-M.A.
.715
M.Phil-PhD
.527
7.466 274 .024
.000
.010
29 I sleep more than usual. M.Phil.-M.A.
.649M.Phil-PhD
.602
6.700 274 .000
.002
Regarding table 4.10 the science faculty feels more physical exhaustion than teachers
from arts departments. The teachers with M.Phil qualification reported more physical
exhaustion as compared to their colleagues having M.A. qualification. The teachers
with M.Phil qualification in their credit reported more than usual sleep and mental
exhaustion than all the other teachers with M.A. /M.Sc. and PhD qualification.
Table 4.11
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Effects of Teaching Experience on Behavioural Stressors
Item
#
Items Mean
Difference in
Experience
F df p
27 I feel physical exhaustion. (26-30)-(6-10)
.854
2.015 272 .022
29 I sleep more than usual. (1-5)-(6-10)
.552
2.252 272 .02
30 I rush in my speech. (1-5)-(6-10)
.661
(1-5)-(16-20)
.732
(1-5)-(21-25)
.673
3.820 272 .002
.007
.043
Table 4.11 reveals that the teachers with 26-30 years teaching experience reported
more physical exhaustion than those with 6-10 years teaching experience. The
teachers with 1-5 years teaching experience reported rush in their speech and slept
more than usual as compared to all the other faculty members.
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Table 4.12
Effects of University on Professional Stressors
Item
#
Items Mean
Difference between
Universities
F df p
11 I lack recognition for the
extra work I do.
Bahauddin Zakariya-
Fatima Jinnah
.659
Bahauddin Zakariya-
University of Karachi
.613
4.573 335 .001
.000
15 I am not emotionally
stimulated on the job.
University of Sindh-
Bahauddin Zakariya
.908
International Islamic-
Fatima Jinnah
.639University of Sindh-
Fatima Jinnah
1.188
University of Sindh-
University of Karachi
.954
University of Sindh-
University of Punjab
.810
4.166 335 .012
.044
.000
.005
.01
According to table 4.12 the academia at Bahauddin Zakariya University reported less
recognition for the extra work than their colleagues at University of Karachi and
Fatima Jinnah Women University. The faculty at University of Sindh Hyderabad and
International Islamic University Islamabad were less motivated on the job than their
colleagues at Bahauddin Zakariya University Mulatan, University of Karachi,
University of Punjab and Fatima Jinnah Women University Rawalpindi.
Table 4.13
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Effects of University on Work Related Stressors
Item
#
Items Mean
Difference between
Universities
F df p
1 I have too much work to do. University of the
Punjab-Bahauddin
Zakariya
.502
University of Punjab-
University of Karachi
.854
University of Punjab-
University of Sindh
.861
Fatima Jinnah-
University of Karachi
.607
7.020 336 .009
.000
.008
.003
2 My workload is too big. Bahauddin Zakariya-
International Islamic
.578
Bahauddin Zakariya-
University of Karachi
.722
University of Punjab-
Fatima Jinnah
.641
University of Punjab-
International Islamic.778
University of Punjab-
Islamia University
.575
University of Punjab-
University of Karachi
.922
University of Punjab-
University of Sindh
.742
11.216 336 .007
.000
.000
.000
.039
.000
.013
3 There is too much paperwork in my job.
Bahauddin Zakariya-Fatima Jinnah
.753
Bahauddin Zakariya-
University of Sindh
.772
International Islamic-
Fatima Jinnah
.722
University of
Balochistan-Fatima
Jinnah
7.251 333 .000
.01
.006
.042
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.742
Bahauddin Zakariya-
University of Karachi
.558
University of Punjab-
University of Karachi
.609
University of Punjab-
University of Sindh
.823
.003
.000
.020
4 There is little time to
prepare for my lectures.
Bahauddin Zakariya-
Fatima Jinnah
.717
Bahauddin Zakariya-
University of Karachi
.450
International Islamic-
Fatima Jinnah
.577Islamia University-
Fatima Jinnah
.772
University of
Balochistan-Fatima
Jinnah
.822
University of Punjab-
Fatima Jinnah
.643
6.449 334 .000
.016
.029
.004
.002
.000
5 The pace of the University
day is too fast.
Bahauddin Zakariya-
Fatima Jinnah
.619
Bahauddin Zakariya-
University of Karachi
.582
Islamia University-
Fatima Jinnah
.765
University of Punjab-
Fatima Jinnah.904
Islamia University-
University of Karachi
.728
University of Punjab-
University of Karachi
.867
10.512 334 .001
.000
.004
.000
.003
.000
6 My personal priorities are
shortly changed due to time
demands.
Bahauddin Zakariya-
Fatima Jinnah
.588
Bahauddin Zakariya-
6.101 335 .003
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University of Karachi
.606
University of Punjab-
Fatima Jinnah
.571
University of Punjab-
University of Karachi
.589
.000
.003
.000
Table 4.13 reveals the teachers at University of Punjab Lahore had to do too much
work as compared to those of Bahauddin Zakariya University Multan,University of
Karachi and University of Sindh Hyderabad. Those at Fatima Jinnah University
Rawalpindi also had too much work to do than their University of Karachi colleagues.
The workload of the academia at Bahauddin Zakariya University Multan and
University of Punjab Lahore was too big than the faculty members at rest of the
sample universities. There was more paper work in the job of the faculty at Bahauddin
Zakariya University Multan, Balochistan University Quetta and University of Punjab
Lahore as compared to the teaching staff of the other universities. The pace of the
university day was faster for the faculty members at Bahauddin Zakariya University
Multan, University of Punjab Lahore, Islamia University Bahawalpur, International
Islamic University Islamabad and University of Balochistan Quetta as compared to
the faculty members at Fatima Jinnah University Rawalpindi and University of
Karachi. There was little time with teachers for lecture preparation at Bahauddin
Zakariya University Multan and Islamia University Bahawalpur than their colleagues
at Fatima Jinnah Women University Rawalpindi and University of Karachi. The
teachers at Bahauddin Zakariya University Multan and University of Punjab Lahore
had to change their personal priorities as compared to their colleagues at Fatima
Jinnah University Rawalpindi and University of Karachi.
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Table 4.14
Effects of University on Behavioural Stressors
Item
#
Items Mean
Difference
F df p
27 I feel physical exhaustion. Bahauddin Zakariya-
Fatima Jinnah
.672
International Islamic-
Fatima Jinnah
.781
Islamia University-
Fatima Jinnah
.774
University of
Balochistan-Fatima
Jinnah
1.015University of
Karachi-Fatima
Jinnah
.518
University of Punjab-
Fatima Jinnah
.639
4.242 334 .002
002
.018
.001
.044
.003
28 I feel mental exhaustion. International Islamic-
Fatima Jinnah
.918
University of Balochistan-Fatima
Jinnah
.970
3.747 334 .001
.005
29 I sleep more than usual. International Islamic-
Bahauddin Zakariya
.719
International Islamic-
Fatima Jinnah
1.094
Islamia University-
Fatima Jinnah.905
University of
Balochistan-Fatima
Jinnah
.941
University of Sindh-
Fatima Jinnah
.857
International Islamic-
University of Punjab
.830
7.604 334 .003
.000
.002
.003
.031
.000
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International Islamic-
University of Karachi
.830
.000
30 I rush in my speech. International Islamic-
Fatima Jinnah
.733
Islamia University-
Fatima Jinnah
.903
University of
Balochistan-Fatima
Jinnah
.869
Islamia University-
University of Karachi
.730
Islamia University-
University of Punjab
.663
5.304 334 .006
.002
.010
.016
.048
36 I think about irrelevant
matters in the conversation.
University of Sindh-
Fatima Jinnah
.969
3.596 332 .007
Table 4.14 indicates that the faculty at Bahauddin Zakariya University Multan,
International Islamic University Islamabad, Islamia University Bahawalpur,
University of Balochistan Quetta, University of Karachi and University of Punjab
Lahore feel more physical exhaustion and physical weaknesses than their colleagues
at Fatima Jinnah Women University. The faculty members at International Islamic
University Islamabad, Islamia University Bahawalpur, University of Balochistan
Quetta and University of Sindh Hyderabad sleep more than their fellows at Bahauddin
Zakariya University Multan, University of Punjab Lahore and Fatima Jinnah Women
University Rawalpindi. Teachers at International Islamic University Islamabad,
Islamia University Bahawalpur and University of Balochistan Quetta speak faster than
the faculty at Fatima Jinnah Women University Rawalpindi, University of Karachi
and University of Punjab Lahore. The teaching staff at University of Sindh Hyderabad
thinks more about irrelevant conversation than the teachers of Fatima Jinnah Women
University Rawalpindi.
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Table 4.15
Effects of University on Time Management as a Stressor
Item
#
Items Mean
Difference
F df p
34 I have little time to enjoy
the time of day.
Bahauddin Zakariya-
University of Karachi
.508
University of
Balochistan-
University of Karachi
.849
University of
Balochistan-
University of Sindh
1.063
University of Punjab-
University of Karachi.462
4.344 332 .009
.003
.008
.019
37 I feel uncomfortable wasting
time.
Bahauddin Zakariya-
University of Karachi
.566
University of Punjab-
Fatima Jinnah
.582
International Islamic-
University of Karachi
.641
University of Punjab-University of
Balochistan
.926
university of Punjab-
University of Karachi
.767
6.282 332 .006
.017
.022
.003
.000
As reflected through table 4.15 the teaching faculty at Bahauddin Zakariya University
Multan, University of Balochistan and University of Punjab Lahore had lesser time to
enjoy than their colleagues at University of Sindh Hyderabad and University of
Karachi. The faculty members at Bahauddin Zakariya University Multan, University
of Punjab Lahore and International Islamic University Islamabad feel more
uncomfortable in wasting time than their colleagues at University of Balochistan
Quetta, Fatima Jinnah Women University Rawalpindi and University of Karachi.
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Table 4.16
Effects of University on Discipline and Motivation as a Stressor
Item
#
Items Mean
Difference
F df p
16 I lack opportunities for
professional development.
Bahauddin Zakariya-
Fatima Jinnah
.732
University of
Balochistan- Fatima
Jinnah
1.008
University of Sindh-
Fatima Jinnah
1.341
University of Punjab-
Fatima Jinnah
.771University of Sindh-
University of Karachi
1.000
6.608 335 .001
.001
.000
.000
.003
17 I have to teach too poorly
motivated students.
University of Punjab-
Fatima Jinnah
.529
2.219 333 .034
19 I feel insecure at the
department
Bahauddin Zakariya-
Fatima Jinnah
.558
International Islamic-
Fatima Jinnah1.111
Islamia University-
Fatima Jinnah
.764
University of Sindh-
Fatima Jinnah
1.312
International Islamic-
University of Karachi
.892
International Islamic-University of Punjab
.851
University of Sindh-
University of Karachi
1.092
University of Sindh-
University of Punjab
1.052
8.257 330 .028
.000
.024
.000
.000
.000
.001
.001
20 I respond to stress by feeling
vulnerable
Bahauddin Zakariya-
Fatima Jinnah
4.797 332 .010
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.640
International Islamic-
Fatima Jinnah
.952
Islamia University-
Fatima Jinnah
.901
University of
Balochistan-Fatima
Jinnah
.845
University of Sindh-
Fatima Jinnah
.986
.000
.006
.032
.017
21 I feel depress at the
department
International Islamic-
Bahauddin zakariya
.844
University of Sindh-
Bahauddin Zakariya1.045
International Islamic-
Fatima Jinnah
1.020
University of Sindh-
Fatima Jinnah
1.221
International Islamic-
University of Karachi
.742
International Islamic-University of Punjab
.865
University of Sindh-
University of Karachi
.943
University of Sindh-
University of Punjab
1.065
7.136 333 .000
.002
.000
.000
.002
.000
.008
.001
Regarding table 4.16 the teachers at Bahauddin Zakariya University Multan,
University of Sindh Hyderabad, University of Balochistan Quetta and University of
Punjab Lahore lacked opportunities for professional development with respect to
Fatima Jinnah Women University Rawalpindi and University of Karachi. The facuty
at University of Punjab Lahore in comparison with those of Fatima Jinnah Women
University Rawalpindi has to teach poorly motivated students. The teachers at
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Bahauddin Zakariya University Multan, University of Sindh Hyderabad, International
Islamic University Islamabad, Islamia University Bahawalpur feel much insecure at
their department as compared to their colleagues at Fatima Jinnah Women University
Rawalpindi, University of Karachi and University of Punjab Lahore. The teaching
staff at Bahauddin Zakariya University Multan, Islamia University Bahawalpur,
International Islamic University Rawalpindi, University of Balochistan Quetta and
University of Sindh Hyderabad responded to stress by feeling more helpless as
compared to their women colleagues at Fatima Jinnah University. The academia at
University of Sindh Hyderabad and International Islamic University Islamabad were
found more depress at their departments than their colleagues from Bahauddin
Zakariya University Multan, University of Karachi, University of Punjab and Fatima
Jinnah Women University.
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Table 4.17
Effects of University on Professional Dissatisfaction as a Stressor
Item
#
Items Mean
Difference
F df p
7 I have sufficient
opportunities in my job.
University of Sindh-
Fatima Jinnah
.922
University of Sindh-
University of Karachi
.914
University of Sindh-
University of Punjab
.462
3.97 335 .014
.009
.040
8 I am not progressing in my
job as rapidly as like.
Bahauddin Zakariya-
Fatima Jinnah
.595
University of Balochistan-Fatima
Jinnah
.760
University of Punjab-
Fatima Jinnah
.551
4.130 335 .012
.044
.022
9 I do not need more status on
my job.
University of
Balochistan-
University of Karachi
1.309
2.721 335 .015
10 My personal opinions are
sufficiently aired.
Bahauddin Zakariya-
Fatima Jinnah
.688
3.331 334 .001
12 I receive an inadequate
salary for the work I do.
International Islamic-
Fatima Jinnah
.668
University of Punjab-
Fatima Jinnah
.525
3.204 335 .026
.044
Table 4.17 indicates that the teaching staff at University of Sindh Hyderabad had
more opportunities in job than their colleagues at University of Punjab Lahore,
University of Sindh Hyderabad and Fatima Jinnah University. The academia at
Bahauddin Zakariya University Multan, University of Punjab Lahore and University
of Balochistan were not progressing in their jobs according to their desires with
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respect to the teaching staff at Fatima Jinnah University. The teachers at University of
Balochistan Quetta with reference to their Colleagues University of Karachi did no
want more status on their present job. The personal opinions of the teaching faculty at
Bahauddin Zakariya University Multan are more aired than their counterparts at
Fatima Jinnah University whereas the teachers at University of Punjab Lahore and
International Islamic University Islamabad were receiving less salaries for their work
than their colleagues at Fatima Jinnah University.
Table 4.18
Effects of University on Stress Coping Strategies
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Item
#
Items Mean
Difference
F df p
22 I have to use prescribed
drugs.
International Islamic-
Fatima Jinnah
1.131
2.893 333 .035
23 I have to pass the University
day with shallow breath.
Bahauddin Zakariya-
Fatima Jinnah
.740
International Islamic-
Bahauddin Zakariya
.641
International Islamic-
Fatima Jinnah
1.381
Islamia University-
Fatima Jinnah
1.175
University of Balochistan-Fatima
Jinnah
1.436
University of
Karachi-Fatima
Jinnah
.565
University of Sindh-
Fatima Jinnah
1.318
University of Punjab-Fatima Jinnah
.915
International Islamic-
University of Karachi
.816
University of
Balochistan-
University of Karachi
.871
10.538 331 .001
.025
.000
.000
.000
.028
.000
.000
.001
.008
24 I feel increased blood
pressure.
Bahauddin Zakariya-
Fatima Jinnah.526
International Islamic-
Fatima Jinnah
.776
Islamia University-
Fatima Jinnah
.741
University of
Balochistan-Fatima
Jinnah
1.049
6.187 334 .047
.003
.030
.001
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University of Sindh-
Fatima Jinnah
1.075
International Islamic-
University of Karachi
.590
University of Sindh-
University of Karachi
.889
.001
.033
.011
26 I do not bother about the
academic problems.
Islamia University-
Fatima Jinnah
1.004
University of Sindh-
Fatima Jinnah
.909
Islamia university-
University of Karachi
.912
Islamia University-University of Punjab
.790
University of Sindh-
University of Karachi
.817
5.272 333 .001
.024
.001
.010
.046
Table 4.18 shows that the teachers at Bahauddin Zakariya University Multan,
International Islamic University Islamabad, University of Punjab Lahore, University
of Karachi, University of Sindh Hyderabad and University of Balochistan Quetta
spent their days at their respective Universities with more shallow breath than their
colleagues at Fatima Jinnah University whereas the teachers at International Islamic
University Islamabad had to use prescribed drugs for coping stress. The faculty at
Bahauddin Zakariya University Multan, Intenational Islamic University Islamabad,
Islamia University Bahawalpur, University of Sindh and University of Balochistan
complained more increase in their blood pressure than their teaching fellows at Fatima
Jinnah University and University of Karachi. The teachers at University of Sindh
Hyderabad and Islamia University Bahalpur told that they bother less about academic
problems than their colleagues at Fatima Jinnah Women University, University of
Karachi and University of Punjab Lahore.
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CHAPTER 5
FINDINGS DISCUSSION CONCLUSIONS AND IMPLICATIONS
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This chapter is mainly concerned with the findings extracted from the data.
After discussing the findings some conclusions were drawn. In the light of the
conclusions recommendations were made.
FINDINGS
The extra work of more than 52% teachers was recognized and they were
consulted in academic decision making. However, they were not considered as a final
authority in deciding university matters. More than half teachers did not show any
emotional attachment with the job as they were not committed with teaching
profession.
The work load for more than sixty four percent teachers was too big. They had
to do a lot of paper work. The teachers had little time for preparing their lectures.
They had to prefer professional things over personal ones. As a result work appeared
as a major stressor in their life.
More than one half of the teachers at most of the universities were found under
stress. They reported physical exhaustion. As a result they did irrelevant conversation
and slept more than their usual.
About 50% teachers had shortage of time to do the things. They neither
overcomit themselves nor like to waste their time and show impatience over the
laziness of other people. They were unable to enjoy due to the stress.
A fairly high number of teachers 53% reported fewer opportunities for their
professional development. According to teachers the majority of the students were
poorly motivated frequently charged with negative behaviours. Majority of the
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teachers (68%) reported security problems at their departments. They complaint
depression as they seem helpless in this situation.
About more than one half of the teachers (52%) lacked promotion in their job.
They wanted more status. As compared to their work their salary was inadequate.
A vast majority of teachers 66% reported stomach pain and high blood
pressure. They had to use the prescribed drugs for getting relief from these
complaints. They spent their day at university with shallow breath. In total teachers’
revealed negative impact of stress on their lives.
Effects of Demographic Variables on the Stress Management
The impacts of the academic qualification, designation, gender, teaching and research
experience, research publications and name of the university were calculated on the
professional, behavioural, discipline, motivation, time related stressors and
professional frustrations either by employing independent sample t test (for gender
only) or by One Way ANOVA followed by Bonferroni as Post Hoc test. The results
are as follows:
It was noted that the female faculty members do not have much control over
university related decisions (Male mean 2.05, Male standard deviation .897; female
mean 2.30, female standard deviation .916, t -2.289, df 269, p .023).
Both the genders were significantly different on work related stressors. The
male teachers had little time for preparations as they were more involved in paper as
compared to the female teachers. Their university day passed more quickly than
female academia. They were more under work stress than their female colleagues.
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Male and female faculty members were found at the same level on the behaviour
related stressors, time management, professional frustration, disciplines and
motivation.
Effects of Academic Qualifications on Stress Management
Professional qualification could not produce any significant impact on the
professional stressors.
The teachers holding M.Sc. qualification had to do more paper work than their
M.A. degree holder colleagues. The academia with M.Phil qualification has less time
to prepare for teaching as compared to M.Sc. degree holding faculty.
The science teachers reported more physical exhaustion than their colleagues
from arts departments. Likewise the teachers having M.Phil qualification in their
credit agreed more than usual sleep and physical weaknesses than rest of the faculty
members with M.A. /M.Sc. and PhD qualification.
The teachers having 26-30 years teaching experience reported more physical
exhaustion than those with 6-10 years teaching experience. The teachers with 1-5
years teaching experience reported rush in their speech and slept more than usual as
compared to all the other faculty members.
Bahauddin Zakariya University academia complained less recognition of the
extra work than those of University of Karachi and Fatima Jinnah Women University.
The faculty at University of Sindh Hyderabad and International Islamic University
Islamabad showed less motivation towards their job than their colleagues at
Bahauddin Zakariya University Mulatan, University of Karachi, University of Punjab
and Fatima Jinnah Women University Rawalpindi.
The faculty at Bahauddin Zakariya University Multan, International Islamic
University Islamabad, Islamia University Bahawalpur, University of Balochistan
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Quetta, University of Karachi and University of Punjab Lahore feel more physical
exhaustion and physical weaknesses than their colleagues at Fatima Jinnah Women
University. The faculty members at International Islamic University Islamabad,
Islamia University Bahawalpur, University of Balochistan Quetta and University of
Sindh Hyderabad sleep more than their fellows at Bahauddin Zakariya University
Multan, University of Punjab Lahore and Fatima Jinnah Women University
Rawalpindi. Teachers at International Islamic University Islamabad, Islamia
University Bahawalpur and University of Balochistan Quetta speak faster than the
faculty at Fatima Jinnah Women University Rawalpindi, University of Karachi and
University of Punjab Lahore. The teaching staff at University of Sindh Hyderabad
thinks more about irrelevant conversation than the teachers of Fatima Jinnah Women
University Rawalpindi.
The teachers at University of Punjab Lahore had to do too much work as compared to
those of Bahauddin Zakariya University Multan,University of Karachi and University
of Sindh Hyderabad. Those at Fatima Jinnah University Rawalpindi also had too
much work to do than their University of Karachi colleagues. The workload of the
academia at Bahauddin Zakariya University Multan and University of Punjab Lahore
was too big than the faculty members at rest of the sample universities. There was
more paper work in the job of the faculty at Bahauddin Zakariya University Multan,
Balochistan University Quetta and University of Punjab Lahore as compared to the
teaching staff of the other universities. The pace of the university day was faster for
the faculty members at Bahauddin Zakariya University Multan, University of Punjab
Lahore, Islamia University Bahawalpur, International Islamic University Islamabad
and University of Balochistan Quetta as compared to the faculty members at Fatima
Jinnah University Rawalpindi and University of Karachi. There was little time with
teachers for lecture preparation at Bahauddin Zakariya University Multan and Islamia
University Bahawalpur than their colleagues at Fatima Jinnah Women University
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Rawalpindi and University of Karachi. The teachers at Bahauddin Zakariya
University Multan and University of Punjab Lahore had to change their personal
priorities as compared to their colleagues at Fatima Jinnah University Rawalpindi and
University of Karachi.
The teachers at Bahauddin Zakariya University Multan, University of
Balochistan Quetta and University of Punjab Lahore had less leisure time as
compared to their colleagues at University of Sindh Hyderabad and University of
Karachi. They did not like to waste their time.
The faculty members at Bahauddin Zakariya University Multan, University of
Sindh Hyderabad, University of Balochistan Quetta and University of Punjab Lahore
had fewer opportunities for professional development as compared to their colleagues
at Fatima Jinnah Women University Rawalpindi and University of Karachi. They had
to teach poorly motivated students as opined by the faculty at University of Punjab
Lahore. The teachers at Bahauddin Zakariya University Multan, University of Sindh
Hyderabad, International Islamic University Islamabad, Islamia University
Bahawalpur also had some security problems than their colleagues at Fatima Jinnah
Women University Rawalpindi, University of Karachi and University of Punjab
Lahore.
The staff members at Bahauddin Zakariya University Multan, Islamia
University Bahawalpur, International Islamic University Rawalpindi, University of
Balochistan Quetta and University of Sindh Hyderabad felt helpless in the state of
stress as compared to their women colleagues at Fatima Jinnah University. There was
more depression among academia at University of Sindh Hyderabad and International
Islamic University Islamabad than their colleagues from Bahauddin Zakariya
University Multan, University of Karachi, University of Punjab and Fatima Jinnah
Women University.
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University of Sindh Hyderabad academia enjoyed more rapid job promotion as
compared to the faculty at University of Punjab Lahore, University of Karachi and
Fatima Jinnah University whereas the academia at Bahauddin Zakariya University
Multan, University of Punjab Lahore and University of Balochistan were not
progressing in their jobs according to their desires with respect to the teaching staff at
Fatima Jinnah University. However, more weight age was given to the personal
opinions of the teaching faculty at Bahauddin Zakariya University Multan than their
counterparts at Fatima Jinnah University.
The teachers at Bahauddin Zakariya University Multan, International Islamic
University Islamabad, University of Punjab Lahore, University of Karachi, University
of Sindh Hyderabad and University of Balochistan Quetta spent their time at their
respective University with more shallow breath than their colleagues at Fatima Jinnah
University. The teachers at International Islamic University Islamabad had to use
prescribed drugs for coping stress. The faculty at Bahauddin Zakariya University
Multan, Intenational Islamic University Islamabad, Islamia University Bahawalpur,
University of Sindh and University of Balochistan complained high blood pressure
than their teaching fellows at Fatima Jinnah University and University of Karachi.
Discussion and Conclusions
This study was conducted to explore major stressors in the job of university
teachers and the ways how they deal with these stressors. The data was collected by
administering a questionnaire to the faculty members at their respective university
departments. Four points scale was used to record the responses. It was noted that
there was a lot of paper work in the teaching profession. There was less time for
making academic preparation. For a fairly high number of teachers the pace of the
university day was very fast. Even they were not overcommitted. They had to
sacrifice their personal commitments over the cost of professional ones. There was
low motivation among students for learning new things. At the same time most of the
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teachers found themselves under security threats. They seemed helpless in this
situation.
On the other hand the high inflation rate in the country had badly affected the
purchasing power of most of the teachers. Their salaries seemed inadequate. There
were meager career development opportunities in this profession as revealed by the
majority of teachers. In this situation many teachers felt under stress. They
complained high blood pressure, physical and mental irregularities and many other
problems. The situation was so serious that many of the teachers had to use prescribed
drugs on regular basis. There was partial impact of the demographic variables on the
situation of stress at all the sampled universities.
With slight differences more or less same type of situation prevailed at all the
institutions of higher learning in the country. Academic culture, the nature of
students’ body, salary structure and academic environment was almost similar at all
the high seats of learning in the country. So generalization of these findings might be
claimed for all the public sector universities in the country. The further research might
address the situation of teachers’ stress at the universities working under private
sector in the country.
Implications
The existing situation of the stress among university academia in
Pakistan demands serious considerations on the part of the parents, university
management, Higher Education authorities and Government of Pakistan. The causes
of the stress must be eliminated from the academic circles of the high seats of learning
so that the university teachers might devote themselves for developing the market
based learning skills among the future leadership of the country. University
authorities should do serious efforts to reduce paper work from the job of the teachers.
The deserving teachers should be given timely promotion. Government should
improve security situation of the high seats of learning. There should be serious
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efforts on the part of the government to control devaluation of the currency. The
salaries of the teachers should be made reasonable.
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