Assessment of job stress among non-teaching staff: A cross-sectional study at teaching hospital, Central India

Abstract

Introduction: Job stress plays an important role in the maintenance of organizational performance. A key aspect of job stress is increased workload, role conflict, poor job control, lack of support from coworkers and interpersonal conflict. Most studies in the field of job stress have focused on private sectors. The objective of this study was to assess the job stress among non-teaching staff at government teaching hospital.
 Methods: The present cross-sectional study was carried out in a government teaching hospital in central India between Jan 2020 to March 2020 among 90 participants purposively chosen for the study. New Job Stress Scale was used to assess the extent of stress among the participants. Approval from Institutional Ethical Committee was obtained before commencing the study. Data was analyzed by SPSS version 20 for percentages, mean and standard deviation.
 Results: A moderate level of stress affects 47.78 percent of participants. The present study found that most problematic dimensions of job stress variables were dimension of role conflict with as many as 51% of participants had experience role expectation conflict.
 Conclusion: We can infer from this finding that we need to have formal job description written for their non-teaching staff so that their role should be clear and unambiguous.

First validation of the technical and administrative staff quality of life at work tool (TASQ@work) in academia

“…In this respect, TAS frequently have to perform complex tasks, often involving new technologies, without adequate training (Rothmann and Essenko, 2007), or they face cognitive overload due to frequent calls and interruptions in their daily activities (Li, 2021). Additional risk factors for WRS among TAS include job insecurity (at least in specific national contexts) (Tytherleigh et al, 2005), work-life conflict (Foy et al, 2019;Johnson et al, 2019), as well as role stressors, which encompass role conflict and role ambiguity (Xiaotian Li, 2021;Dhakate et al, 2022), suggesting a lack of clarity in role expectations (Poalses and Bezuidenhout, 2018). Moreover, previous research has shown that conflicting relationships with supervisors, academic staff, and users, in addition to poor quality of communication, may contribute to WRS and impaired well-being among TAS (Biron et al, 2008;Poalses and Bezuidenhout, 2018;Foy et al, 2019).…”