Occupational stress among university teachers

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Abstract
The Person‐Environment Fit model was used to analyse the lack of fit (misfit) between motivational style and job rewards as a contributing factor in developing occupational stress symptoms in university teachers. Three motivational styles and corresponding job rewards were measured using instruments derived from Porter's motivational theory in a questionnaire mailed to 400 randomly selected tenure‐track university teachers. Occupational stress symptoms were measured by items reflecting burnout, stress‐related health problems, perceived work stress, productivity, job satisfaction and consideration for job change. The majority of teachers indicated a good fit between motivational style and job rewards. Female teachers were a noted exception with higher misfit scores than their male counterparts. Despite the ‘good’ fit, two‐thirds of the teachers indicated they perceived stress at work at least 50 per cent of the time. Teachers also reported burnout, stress‐related health problems, lowered work productivity, inability to cope with work stress and job change consideration. Heavy workload was the most frequently cited reason for considering job change. Female teachers were more likely to consider job change as a result of job stress. Research‐related activities were considered to be more stressful than either teaching or service. A positive perception of ability to manage work stress was negatively correlated with stress symptoms. Preventive strategies are recommended for dealing with academic stress. Further study of the role of misfit between motivational style and job demands as a factor in developing occupational stress is needed, particularly in female teachers.

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