The profile of occupational stress in a sample of health profession academics at a historically disadvantaged university in South Africa

Abstract

Background: Higher education is a high stress occupation or environment. Academics in health professions are engaged in professional training that adds clinical or profession-specific competencies to general academic and research outcomes. Academics in health professions assume many roles and must remain current in the practise of their professions that increases stress. Studies on occupational stress amongst health professions academics are lacking in the South African context. Objectives: To assess occupational stress in a sample of Health profession academics at aHistorically Disadvantaged Institution (HDI).Methods: An online survey was conducted with a randomly selected sample of 51 permanent academics. The response rate was 55 per cent after incentives and reminders. Instruments included a demographic questionnaire, Assessing emotions scale and the Sources of Work Stress Inventory. Descriptive statistics, correlation and regression were used to analyse the data. Instruments were reliable with this sample. Ethics clearance was obtained (Reg. No.: 15/4/42) and all ethics principles were upheld. Simons, Munnik, Frantz and Smith The profile of occupational stress in a sample of health profession academics 133Results: The sample was mostly female, and the composition was consistent with the profiles of the faculty, health professions and HDIs. Small effects were reported for associations between demographics, EI and Occupational stress. Mixed results were reported for predictive relationships. EI and level of education were predictive of certain sources of occupational stress.Conclusion: Transformations and the work environment contributed to academics experiencing occupational stress. The historical apartheid legacies still manifest in patterned ways along gender, race and professional status in the occupational stress academics experience. Health professionals constitute a legitimate subgroup that impacts the experience and management of occupational stress. EI is an important factor to consider in the experience and management of occupational stress.

What do we know about university academics' mental health? A systematic literature review

“…Studies reviewed reveal that intense job demands tend to trigger high levels of stress (Boyd et al, 2011;Darabi et al, 2017b;Simons et al, 2019) and burnout (Zábrodská et al, 2018). However, in an interesting study, Bell et al (2012) found that usual job demands and pressure made no difference to well-being.…”

“…Regarding the knowledge and understanding that we have in this field so far, there seems to be an agreement that academic staff experience high levels of stress and burnout and low levels of well‐being. Studies reviewed reveal that intense job demands tend to trigger high levels of stress (Boyd et al, 2011; Darabi et al, 2017b; Simons et al, 2019) and burnout (Zábrodská et al, 2018). However, in an interesting study, Bell et al (2012) found that usual job demands and pressure made no difference to well‐being.…”

“…The main factor that seems to influence academics' well‐being relate to an excessive amount of allocated workload (Darabi et al, 2017a); El‐Sayed et al, 2014; Mohamed & Abed, 2017; Simons et al, 2019; Salami, 2011), which was the most cited factor by participants. This was followed by job insecurity (Darabi et al, 2017a); Ishaq & Mahmood, 2017; Simons et al, 2019); increasing number of hours and demand for professional growth (Ishaq & Mahmood, 2017) and lack of organisational support, such as limited promotion opportunities, unreasonable expectations and lack of support to obtain research funding (Darabi et al, 2017a); El‐Sayed et al, 2014; Khalil et al, 2014; Slišković & Seršić, 2011). Additional factors included inadequate resources (El‐Sayed et al, 2014; Salami, 2011), time pressure (Salami, 2011; Zábrodská et al, 2018) and poor social recognition (Slišković & Seršić, 2011).…”

“…From the nine studies exploring factors, which influence academics' mental health, interesting commonalities, could be found. The main factor that seems to influence academics' well-being relate to an excessive amount of allocated workload (Darabi et al, 2017a); El-Sayed et al, 2014;Mohamed & Abed, 2017;Simons et al, 2019;Salami, 2011), which was the most cited factor by participants. This was followed by job insecurity (Darabi et al, (Simons et al, 2019).…”

“…2017a);Ishaq & Mahmood, 2017;Simons et al, 2019); increasing number of hours and demand for professional growth(Ishaq & Mahmood, 2017) and lack of organisational support, such as limited promotion opportunities, unreasonable expectations and lack of support to obtain research funding (Darabi et al, 2017a); El-Sayed et al, 2014; Khalil et al, 2014; Sliškovi c & Serši c, 2011). Additional factors included inadequate resources (El-Sayed et al, 2014; Salami, 2011), time pressure (Salami, 2011; Zábrodská et al, 2018) and poor social recognition (Sliškovi c & Serši c, 2011).…”