Occupational Stress and Coping Strategies in Health Professions Academics at a Historically Disadvantaged Institution in South Africa
DOI:
https://doi.org/10.25159/2708-9355/10316Keywords:
occupational stress, coping, health professions academics, higher education, online surveyAbstract
Health professions academics experience additional profession-related stressors that negatively affect health and performance outcomes. Understanding these stressors in the context of the institution where the health professions academic is employed was recommended. Historically disadvantaged institutions reportedly experience additional stressors, such as resource constraints, which may further affect occupational stress. In the study, we examined the relationship between sources of occupational stress and coping strategies among health professions academics. An online survey was conducted with 51 health professions academics employed at a historically disadvantaged institution. A demographic questionnaire, the Sources of Work Stress Inventory and the Brief Coping Orientation to Problems Experienced Inventory were used for data collection. The data were analysed using descriptive statistics and correlations. The findings indicated that the respondents experienced moderate levels of stress across all nine sources of occupational stress. Work/home interface, workload and general work stress were the three highest ranked sources of stress. The respondents responded more frequently with problem-focused and emotion-focused coping, although maladaptive coping, including avoidance, venting, self-blame and denial, was also reported. The results suggest that health professions academics use expressive maladaptive coping strategies pervasively when stressed, albeit less so than adaptive coping strategies. An understanding of the relationship between sources of occupational stress and coping strategies can inform intervention and improve health and performance outcomes in health professions academics.
References
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De Bruin, G. P. 2006. “The Dimensionality of the General Work Stress Scale: A Hierarchical Exploratory Factor Analysis.” South African Journal of Industrial Psychology 32 (4): 68–75.
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Houston, D., L. Meyer, and P. Shelley. 2006. “Academic Staff Workloads and Job Satisfaction: Expectations and Values in Academe.” Journal of Higher Education Policy and Management 28: 17–30. https://doi.org/10.1080/13600800500283734.
Iqbal, A., and H. Kokash. 2011. “Faculty Perception of Stress and Coping Strategies in a Saudi Private University: An Exploratory Study.” International Education Studies 4 (3): 137–49.
Jacobs, J. A., and S. E. Winslow. 2004. “Overworked Faculty: Job Stresses and Family Demands.” Annals of the American Academy of Political and Social Science 596 (1): 104–29. https://doi.org/10.1177/0002716204268185.
Kinman, G. 2016. “Managing the Work–Home Interface: The Experience of Women Academics.” In Exploring Resources, Life-Balance and Well-Being of Women Who Work in a Global Context, edited by R. L. Gervais and P. M. Millear, 127–144. New York: Springer.
Kinman, G., and F. Jones. 2003. “Running Up and Down the Escalator: Stressors and Strains in UK Academics.” Quality in Higher Education 9: 21–38.
Laws, E., R. Samuriwo, K. Webb, and A. Bullock. 2019. “Emotional Socialisation and Burnout in Medicine and the Role of Medical Educators.” Medical Education 53 (6): 320–22.
Lazarus, R. S. 2000. “Toward Better Research on Stress and Coping.” American Psychology 55 (6): 665–73.
Lazarus, R. S., and S. Folkman. 1984. Stress, Appraisal and Coping. New York: Springer.
MacCann, C., G. J. Fogarty, M. Zeidner, and R. D. Roberts. 2011. “Coping Mediates the Relationship Between Emotional Intelligence (Ei) and Academic Development.” Contemporary Educational Psychology 36: 60–70.
Mauno, S., and M. Rantanen. 2013. “Contextual and Dispositional Coping Resources as Predictors of Work–Family Conflict and Enrichment: Which of These Resources or Their Combinations are the Most Beneficial?” Journal of Family and Economic Issues 34 (1): 87–104.
Mark, G., and A. P. Smith. 2012. “Effects of Occupational Stress, Job Characteristics, Coping and Attributional Style on the Mental Health and Job Satisfaction of University Employees.” Anxiety, Stress and Coping 25 (1): 63–78.
Moazami-Goodarzi, A., J. E. Nurmi, S. Mauno, K. Aunola, and J. Rantanen. 2019. “Longitudinal Latent Profiles of Work–Family Balance: Examination of Antecedents and Outcomes.” International Journal of Stress Management 26 (1): 65–77.
Montero-Marin, J., J. Prado-Abril, M. Demarzo, S. Gascon, and J. Garcia-Campayo. 2014. “Coping with Stress and Types of Burnout: Explanatory Power of Different Coping Strategies”. PLOS One 9 (2): e89090.
Naicker, I., L. Masinga, T. Hlao, K. Pithouse-Morgan, and D. Pillay. 2016. “‘Sink or Swim?’: Learning from Stories of Becoming Academics Within a Transforming University Terrain.” South African Journal of Higher Education 30 (1): 224–44.
Nulty, D. D. 2008. “The Adequacy of Response Rates to Online and Paper Surveys: What Can Be Done?” Assessment and Evaluation in Higher Education 33 (3): 301–14.
Odirile, B., E. Mpofu, and M. Montsi. 2009. “Career Coping and Subjective Well-Being Among University Employees.” Perspectives in Education 27 (3): 247–57.
Rantanen, M., S. Mauno, U. Kinnunen, and J. Rantanen. 2011. “Do Individual Coping Strategies Help or Harm in the Work–Family Conflict Situation? Examining Coping as a Moderator Between Work–Family Conflict and Well-Being.” International Journal of Stress Management 18 (1): 24–48.
Riordan, S., and J. Louw-Potgieter. 2011. “Career Success of Women Academics in South Africa.” South African Journal of Psychology 41 (2): 157–72.
Rutter, H., J. Herzberg, and E. Paice. 2002. “Stress in Doctors and Dentists Who Teach.” Medical Education 36 (6): 543–49.
Sabagh, Z., N. C. Hall, and A. Saroyan. 2018. “Antecedents, Correlates and Consequences of Faculty Burnout.” Educational Research 60 (2): 131–56.
Schuldt, B. A., and J. W. Totten. 2008. “Technological Factors and Business Faculty Stress.” Proceedings of the Academy of Information and Management Sciences 12: 13–38.
Simons, A., E. Munnik, M. R. Smith, and J. Frantz. 2019. “The Profile of Occupational Stress in a Sample of Health Profession Academics at a Historically Disadvantaged University in South Africa.” South African Journal of Higher Education 33 (3): 132–54. https://doi.org/10.20853/33-3-3199.
Singh, R. J. 2015. “Current Trends and Challenges in South African Higher Education: Part 1.” South African Journal of Higher Education 29 (3): 1–7.
Slišković, A., and D. Seršić. 2011. “Work Stress among University Teachers: Gender and Position Differences.” Archives of Industrial Hygiene and Toxicology 62: 299–307.
Smith, C., and P. Boyd. 2012. “Becoming an Academic: The Reconstruction of Identity by Recently Appointed Lecturers in Nursing, Midwifery and Allied Health Professions.” Innovations in Education and Teaching International 49 (1): 63–72.
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Tusting, K., S. McCulloch, I. Bhatt, M. Hamilton, and D. Barton. 2019. Academics Writing: The Dynamics of Knowledge Creation. London: Routledge.
University of the Western Cape. 2013. “Faculties.” Accessed 5 January 2020. https://www.uwc.ac.za/Faculties/Pages/default.aspx.
Vally, S. 2022. “Racialization and Resistance in South African Education.” In World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective, edited by J. Scott and M. Bajaj, 189–203. London: Routledge.
VandenBos, G. R. 2007. APA Dictionary of Psychology. Washington: American Psychological Association.
Watts, J., and N. Robertson. 2011. “Burnout in University Teaching Staff: A Systematic Literature Review.” Educational Research 53 (1): 33–50. https://doi.org/10.1080/00131881.2011.552235.
Wiegel, C., S. Sattler, A. S. Göritz, and M. Diewald. 2016. “Work-Related Stress and Cognitive Enhancement Among University Teachers.” Anxiety, Stress and Coping 29 (1): 100–17.
Winefield, A. H., N. Gillespie, C. Stough, J. Dua, J. Hapuarachchi, and C. Boyd. 2003. “Occupational Stress in Australian University Staff: Results From a National Survey.” International Journal of Stress Management 10 (1): 51–63. https://doi.org/10.1037/1072-5245.10.1.51.
Zomer, L. 2012. “The Relationships Among Emotional Intelligence, Gender, Coping Strategies, and Well-Being in the Management of Stress in Close Interpersonal Relationships and the Workplace.” PhD dissertation, University of Toronto.
Anshel, M. H. 2001. “Qualitative Validation of Model for Coping With Acute Stress in Sports.” Journal of Sport Behaviour 24 (3): 223–47.
Babbie, E. 2007. The Practice of Social Research. 11th ed. Belmont: Thomson Wadsworth.
Babbie, E. R. 2013. Introduction to Social Research. 5th ed. Belmont: Wadsworth Cengage.
Barkhuizen, N., and S. Rothmann. 2008. “Occupational Stress of Academic Staff in South African Higher Education Institutions.” South African Journal of Psychology 38 (2): 321–36.
Bell, A. S., D. Rajendran, and S. Theiler. 2012. “Job Stress, Wellbeing, Work–Life Balance and Work–Life Conflict Among Australian Academics.” Electronic Journal of Applied Psychology 8 (1): 25–37.
Bhattacherjee, A. 2012. Social Science Research: Principles, Methods and Practices. Florida: Global Text Project.
Boughey, C., and S. McKenna. 2017. “Analysing an Audit Cycle: A Critical Realist Account.” Studies in Higher Education 42 (6): 963–75.
Bowen, P., R. Rose, and A. Pilkington. 2016. “Perceived Stress Amongst University Academics.” American International Journal of Contemporary Research 6 (1): 22–28.
Bozalek, V., and C. Boughey. 2020. “(Mis)framing Higher Education in South Africa.” In Nancy Fraser and Participatory Parity: Reframing Social Justice in South African Higher Education, edited by V. Bozalek, D. Hölscher and M. Zembylas, 47–59. Abingdon: Routledge.
Carver, C. S. 1997. “You Want to Measure Coping But Your Protocol’ Too Long: Consider the Brief COPE.” International Journal of Behavioural Medicine 4 (1): 92-100. https://doi.org/10.1207/s15327558ijbm0401_6.
Cook, C., J. Jones, and M. Gibson-Sweet. 2020. “The Effects of Control on Academic Engagement, Work–Life Balance and Work–Life Conflict: Is How We Manage and What We Measure Actually Contributing to What We Strive to Pursue?” In Modern Day Challenges in Academia: Time for a Change, edited by M. Crowder and M. Antoniadou, 168–82. Cheltenham: Edward Elgar.
Darabi, M., A. Macaskill, and L. Reidy. 2017. “Stress Among UK Academics: Identifying Who Copes Best.” Journal of Further and Higher Education 41 (3): 393–412. https://doi.org/10.1080/0309877X.2015.1117598.
De Bruin, G. P. 2006. “The Dimensionality of the General Work Stress Scale: A Hierarchical Exploratory Factor Analysis.” South African Journal of Industrial Psychology 32 (4): 68–75.
De Bruin, G. P., and N. Taylor. 2005. “Development of the Sources of Work Stress Inventory.” South African Journal of Psychology 35 (4): 748–65.
De Vaus, D. A. 2002. Surveys in Social Research. 5th ed. Sydney: Allen & Unwin.
Du Plessis, A., and E. Eberlein. 2018. “The Role of Heads of Department in the Professional Development of Educators: A Distributed Leadership Perspective.” Africa Education Review 15 (1): 1–19.
Du Plessis, G. A., L. M. du Plessis, and C. Saccaggi. 2013. “The Lived Experiences of Professional Clinical Psychologists Who Recently Started a New Academic Career.” Indo-Pacific Journal of Phenomenology 13 (2). https://doi.org/10.2989/IPJP.2013.13.2.3.1177A.
Duxbury, L., M. Stevenson, and C. Higgins. 2018. “Too Much to Do, Too Little Time: Role Overload and Stress in a Multi-Role Environment.” International Journal of Stress Management 25 (3): 250–66. https://doi.org/10.1037/str0000062.
Field, A. 2009. Discovering Statistics Using SPSS. 3rd ed. London: Sage.
Folkman, S. 2008. “The Case for Positive Emotions in the Stress Process.” Anxiety, Stress and Coping 21: 3–14.
Folkman, S., and J. Moskowitz. 2004. “Coping: Pitfalls and Promise.” Annual Review of Psychology 55: 745–74.
Frantz, J. M., and M. R. Smith. 2010. “Staff Development Strategies for Publication in the Faculty of Community and Health Science at UWC.” Journal of Community and Health Sciences 5 (1): 53–62.
Frantz, J. M., and M. R. Smith. 2013. “Exploring the Subjective Experiences of Allied Health Professionals in Their Transition from Clinical Educators to Academia: Barriers and Facilitators to Successful Transition.” African Journal of Health Professions Education 5 (1): 37–41.
Hay, D., and M. Monnapula-Mapesela. 2009. “South African Higher Education Before and After 1994: A Policy Analysis Perspective.” In Higher Education in South Africa, edited by E. Blitzer, 3–20. Stellenbosch: Sun.
Hlatshwayo, M. N., and K. G. Fomunyam. 2019. “Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective.” Journal of Student Affairs in Africa 7 (1): 61–80.
Houston, D., L. Meyer, and P. Shelley. 2006. “Academic Staff Workloads and Job Satisfaction: Expectations and Values in Academe.” Journal of Higher Education Policy and Management 28: 17–30. https://doi.org/10.1080/13600800500283734.
Iqbal, A., and H. Kokash. 2011. “Faculty Perception of Stress and Coping Strategies in a Saudi Private University: An Exploratory Study.” International Education Studies 4 (3): 137–49.
Jacobs, J. A., and S. E. Winslow. 2004. “Overworked Faculty: Job Stresses and Family Demands.” Annals of the American Academy of Political and Social Science 596 (1): 104–29. https://doi.org/10.1177/0002716204268185.
Kinman, G. 2016. “Managing the Work–Home Interface: The Experience of Women Academics.” In Exploring Resources, Life-Balance and Well-Being of Women Who Work in a Global Context, edited by R. L. Gervais and P. M. Millear, 127–144. New York: Springer.
Kinman, G., and F. Jones. 2003. “Running Up and Down the Escalator: Stressors and Strains in UK Academics.” Quality in Higher Education 9: 21–38.
Laws, E., R. Samuriwo, K. Webb, and A. Bullock. 2019. “Emotional Socialisation and Burnout in Medicine and the Role of Medical Educators.” Medical Education 53 (6): 320–22.
Lazarus, R. S. 2000. “Toward Better Research on Stress and Coping.” American Psychology 55 (6): 665–73.
Lazarus, R. S., and S. Folkman. 1984. Stress, Appraisal and Coping. New York: Springer.
MacCann, C., G. J. Fogarty, M. Zeidner, and R. D. Roberts. 2011. “Coping Mediates the Relationship Between Emotional Intelligence (Ei) and Academic Development.” Contemporary Educational Psychology 36: 60–70.
Mauno, S., and M. Rantanen. 2013. “Contextual and Dispositional Coping Resources as Predictors of Work–Family Conflict and Enrichment: Which of These Resources or Their Combinations are the Most Beneficial?” Journal of Family and Economic Issues 34 (1): 87–104.
Mark, G., and A. P. Smith. 2012. “Effects of Occupational Stress, Job Characteristics, Coping and Attributional Style on the Mental Health and Job Satisfaction of University Employees.” Anxiety, Stress and Coping 25 (1): 63–78.
Moazami-Goodarzi, A., J. E. Nurmi, S. Mauno, K. Aunola, and J. Rantanen. 2019. “Longitudinal Latent Profiles of Work–Family Balance: Examination of Antecedents and Outcomes.” International Journal of Stress Management 26 (1): 65–77.
Montero-Marin, J., J. Prado-Abril, M. Demarzo, S. Gascon, and J. Garcia-Campayo. 2014. “Coping with Stress and Types of Burnout: Explanatory Power of Different Coping Strategies”. PLOS One 9 (2): e89090.
Naicker, I., L. Masinga, T. Hlao, K. Pithouse-Morgan, and D. Pillay. 2016. “‘Sink or Swim?’: Learning from Stories of Becoming Academics Within a Transforming University Terrain.” South African Journal of Higher Education 30 (1): 224–44.
Nulty, D. D. 2008. “The Adequacy of Response Rates to Online and Paper Surveys: What Can Be Done?” Assessment and Evaluation in Higher Education 33 (3): 301–14.
Odirile, B., E. Mpofu, and M. Montsi. 2009. “Career Coping and Subjective Well-Being Among University Employees.” Perspectives in Education 27 (3): 247–57.
Rantanen, M., S. Mauno, U. Kinnunen, and J. Rantanen. 2011. “Do Individual Coping Strategies Help or Harm in the Work–Family Conflict Situation? Examining Coping as a Moderator Between Work–Family Conflict and Well-Being.” International Journal of Stress Management 18 (1): 24–48.
Riordan, S., and J. Louw-Potgieter. 2011. “Career Success of Women Academics in South Africa.” South African Journal of Psychology 41 (2): 157–72.
Rutter, H., J. Herzberg, and E. Paice. 2002. “Stress in Doctors and Dentists Who Teach.” Medical Education 36 (6): 543–49.
Sabagh, Z., N. C. Hall, and A. Saroyan. 2018. “Antecedents, Correlates and Consequences of Faculty Burnout.” Educational Research 60 (2): 131–56.
Schuldt, B. A., and J. W. Totten. 2008. “Technological Factors and Business Faculty Stress.” Proceedings of the Academy of Information and Management Sciences 12: 13–38.
Simons, A., E. Munnik, M. R. Smith, and J. Frantz. 2019. “The Profile of Occupational Stress in a Sample of Health Profession Academics at a Historically Disadvantaged University in South Africa.” South African Journal of Higher Education 33 (3): 132–54. https://doi.org/10.20853/33-3-3199.
Singh, R. J. 2015. “Current Trends and Challenges in South African Higher Education: Part 1.” South African Journal of Higher Education 29 (3): 1–7.
Slišković, A., and D. Seršić. 2011. “Work Stress among University Teachers: Gender and Position Differences.” Archives of Industrial Hygiene and Toxicology 62: 299–307.
Smith, C., and P. Boyd. 2012. “Becoming an Academic: The Reconstruction of Identity by Recently Appointed Lecturers in Nursing, Midwifery and Allied Health Professions.” Innovations in Education and Teaching International 49 (1): 63–72.
Tankou epse Nukunah, C. N., A. Bezuidenhout, and A. Furtak. 2019. “The Contribution of a Private Higher Education Institution to the South African Higher Education Landscape.” South African Journal of Higher Education 33 (1): 283–300.
Tusting, K., S. McCulloch, I. Bhatt, M. Hamilton, and D. Barton. 2019. Academics Writing: The Dynamics of Knowledge Creation. London: Routledge.
University of the Western Cape. 2013. “Faculties.” Accessed 5 January 2020. https://www.uwc.ac.za/Faculties/Pages/default.aspx.
Vally, S. 2022. “Racialization and Resistance in South African Education.” In World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective, edited by J. Scott and M. Bajaj, 189–203. London: Routledge.
VandenBos, G. R. 2007. APA Dictionary of Psychology. Washington: American Psychological Association.
Watts, J., and N. Robertson. 2011. “Burnout in University Teaching Staff: A Systematic Literature Review.” Educational Research 53 (1): 33–50. https://doi.org/10.1080/00131881.2011.552235.
Wiegel, C., S. Sattler, A. S. Göritz, and M. Diewald. 2016. “Work-Related Stress and Cognitive Enhancement Among University Teachers.” Anxiety, Stress and Coping 29 (1): 100–17.
Winefield, A. H., N. Gillespie, C. Stough, J. Dua, J. Hapuarachchi, and C. Boyd. 2003. “Occupational Stress in Australian University Staff: Results From a National Survey.” International Journal of Stress Management 10 (1): 51–63. https://doi.org/10.1037/1072-5245.10.1.51.
Zomer, L. 2012. “The Relationships Among Emotional Intelligence, Gender, Coping Strategies, and Well-Being in the Management of Stress in Close Interpersonal Relationships and the Workplace.” PhD dissertation, University of Toronto.
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Published
2022-12-22
How to Cite
Munnik, Erica, Mario Smith, and Abigail Simons. 2022. “Occupational Stress and Coping Strategies in Health Professions Academics at a Historically Disadvantaged Institution in South Africa”. Southern African Journal of Social Work and Social Development 34 (December):20 pages. https://doi.org/10.25159/2708-9355/10316.
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