Literaturnachweis - Detailanzeige
| Autor/inn/en | Gmelch, Walter H.; und weitere |
|---|---|
| Titel | Sources of Stress in Academe: A National Perspective. |
| Quelle | (1983), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; College Faculty; Coping; Faculty College Relationship; Higher Education; Retrenchment; Stress Variables; Teacher Attitudes; Teacher Characteristics; Teaching Conditions |
| Abstract | The causes and consequences of stress experienced by college faculty were investigated. Stress was defined as any characteristic of the job environment that posed a threat to the individual--either excessive demands or insufficient resources. In addition to identifying stressful job situations, attention was directed to ways that faculty members cope with stress, and the relationships between perceived stress and personal and professional factors (e.g., academic disciplines, rank, tenure, productivity, sex, age and experience). Questionnaires were mailed to 1,920 faculty members at 40 public and 40 private doctoral-granting institutions, yielding a response rate of 75.28 percent. Strong evidence was found that stress in university settings was common to all disciplines. Faculty in a diverse range of disciplines reported similar degrees of stress associated with the teaching, research, and service functions, but teaching was designated as the most stressful activity. Factor analysis also revealed that the stressors associated with reward structure accounted for 55 percent of the common variance. In general, faculty reported that 60 percent of the total stress in their lives came from their work. The majority of the most troublesome stressors were related to time and/or resource constraints. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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