A Study of the Stress Management Strategies of

University Academia in Pakistan

Submitted

by

Muhammad Irshad

Session 2006-08

The Islamia University of Bahawalpur

 IN THE
NAME OF ALLAH

THE MOST MERCIFUL

THE MOST BENEFICIENT

2
 ABSTRACT

The major purpose of the study was to analyze the stress management among

university teachers in Pakistan. For this purpose a 39 items questionnaire was

administered to 576 teachers of the nine Pakistani public universities. The research

tool was mainly based on the six constructs: professional stressors, work related

stressors, behavioual stressors, discipline and motivation as stressors, professional

dissatisfaction and stress coping strategies. Four hundred and ninety participants

returned the completed questionnaires. The responses were rated on strongly agree,

agree, disagree and strongly disagree type four points scale. A weighted frequency

and percentage of the agree-disagree sets of the responses was calculated. The

demographic effects were also worked out through independent sample t test and one

way ANNOVA followed by Bonferoni as a post hoc test.

It was found that there was a lot of paper work in the teaching profession. There was

less time for making academic preparation. Even they were not overcommitted. There

was low motivation among students for learning new things. At the same time most of

the teachers found themselves under security threats. They seemed helpless in this

situation. This situation appeared as a major cause of stress among more than half of

the teachers. There was partial impact of the demographic variables such as gender

and academic qualifications on the situation of stress at all the sampled universities.

The suggestions for policy and practice were made.

3
 DECLARATION

I hereby declare that this research has not been conducted at anywhere in the world up

to my knowledge and is the result of my independent effort. I certify that this

dissertation has not already been accepted in substance for any other degree nor it is

being submitted concurrently in candidature for any other degree.

_______________________

Muhammad Irshad

(The Researcher)

4
 ALL RIGHTS RESERVED

All rights of this thesis are reserved. No part of this thesis can be translated or copied

either by hand or by computer or photocopier or through any other method, without

the prior permission of the researcher.

5
 THE SUPERVISIOR’S CERTIFICATE

This research thesis entitled “A Study of the Stress Management Strategies of

University Academia in Pakistan” by Mr. Muhammad Irshad under my supervision is

hereby submitted to the Islamia University of Bahawalpur for the partial fulfillment of

the requirements of the degree of Master of Philosophy in Education.

__________________________

Supervisor

Assist. Prof. Dr. Akhtar Ali

6
 APPROVAL CERTIFICATE

This thesis entitled “A Study of the Stress Management Strategies of University

Academia in Pakistan” is hereby approved for the award of M. Phil in Education

Supervisor: ______________________

Chairman: ______________________

External Examiner: ______________________

Internal Examiner ______________________

Date: ______________________

7
 DEDICATION

Dedicated to ALMIGHTY ALLAH Who is more merciful and beneficent for all

human beings and whose blessings and beneficence cleared all the hurdles, problems

and difficulties of my path and enabled me to complete this difficult task. I dedicate

my research to my wife who contributed a lot to complete this study. Without her help

I will not be able to complete my research. God may bless her in whole of her life.

8
 ACKNOWLEDGEMENTS

The present research thesis has been completed after a long, continuous effort of three

years. First of all I pay hearty thanks to Almighty Allah whose great beneficence gave

me courage and will power to complete my research work.

I would like to pay thanks to Assist. Prof. Akhtar Ali for all of his best supervision

and support that he has given me throughout the writing of this thesis. I consider

myself fortune to have an opportunity to work in the supervision of such phenomenal

scholar and expert in research.

Finally I would like to pay my heartiest thanks to all the teachers of the Universities

of Pakistan who not only co-operated with me but also gave me a lot of help to

complete this study. They all guided me in the straight path which proved very fruitful

for the completion of my study.

July 2009, Muhammad Irshad

9
Table of Contents

10
List of Tables

11
 CHAPTER 1

INTRODUCTION

Now a day everyday life is full of stress. Almost everybody feels one or other

type of stress. It has adverse effects on various aspects of human life. A person has

to face some serious consequences of leading life continuously under stress. Many

of the serious diseases such as muscular problems are the result of stress.

This problem is more serious in developing countries like Pakistan where

every field of life is full of stress. The sensitive security situation, high inflation

rate, serious energy crisis and corruption have badly affected everyday life. There is

uneven distribution of wealth in the country. This gulf is being widened day by day.

The poor are becoming poorer. People belonging to the middle class predominantly

service men are the major victim of this situation. Those who either can’t do unfair

or don’t want to get their livelihoods through unfair means are facing more

difficulties.

University academia seemed much concerned about this situation. The society

is expecting more from the teachers. Most of the students seemed in search of

shortcuts. University authorities have become more demanding. Government and

public representatives are showing their undue involvement in the academic matters.

The meager rise in salaries on annual basis has no match with the everyday rise in

the market prices of the things of daily use. In this period of high inflation their

salaries seemed inadequate. Majority of the teachers try to do their jobs in an honest

manner. They feel helpless in this situation. As a result most of the teachers feel

themselves under stress.

12
Statement of the Problem

The nature and type of the academic stress has been widely investigated all over the

world. It is important to know the causes of the various types of stresses among

university teachers in Pakistan. This study is an attempt to find out the strategies used

by the University academia in the country to cope with the academic stress.

Objectives of the Study

The study focused the following objectives:

To identify the cause of the stress among academia at university level in Pakistan.

To explore the level of stress among the university teachers in the country.

To make gender based comparisons among the academia regarding level of stress.

To know the types of the academic stress among the university teachers in Pakistan.

To find out the strategies used by the academia to deal with the academic stress.

Significance of the Study

Through this study an attempt was made to identify the major stressors in the life of

university academia in Pakistan along with the prevailing strategies to cope with these

stresses. This study has also explored the causes of stress among the university

teachers in the country. The academia in Pakistan can benefit from the findings of the

study by knowing appropriate ways to deal with the stress phenomena. As a result of

the study they can also avoid the causes of stress. It is expected that the teaching

learning situation and teachers’ efficiency will be improved by implanting the

recommendations of the research. The findings of the research will be shared with the

13
University authorities, Teacher’s organizations in the country and Higher Education

Commission with a view to provide peace of mind to the faculty in Pakistan. This

would automatically lead to improve the quality of teaching learning process at the

high seats of learning in the country.

Delimitations of the Study

This research was delimited to the University faculty of Pakistan only. Among the

Universities a cluster of the general public sector institutions of higher learning was

processed. The institutions of higher learning functioning in the country before the

switch over of UGC to HEC were the target population of the study. A representative

sample of nine general universities was selected from this group of the universities.

The research tool was administered to sixty four teachers from each university.

Methodology of Research

Looking at the nature of problem descriptive method of research was used. The data

was collected by administering a four points Likert type questionnaire to the sampled

teachers.

Sample

All the universities working in the country was the population of the study. As the

public sector Universities was a larger and significant group so the study was

confined to these strata. Majority of the students in Pakistan were enrolled in general

universities. This research focused general universities. Now Higher Education

Commission (HEC) is playing a vital role in the functioning of the universities. After

the change of University Grants Commission (UGC) into HEC a number of new

14
general public sector universities have been established in the country. Majority of the

newly established universities were passing through the process of development. It

was, therefore, decided to include public sector universities established before 2002 in

the study. So the nine higher learning institutions were through selected through

stratified sampling. It was decided to include universities from all the provinces of the

country. The list of the teachers working in these universities was got from the

Registrar office of each university. A random selection of fifty teachers was made

form each university.

The Questionnaire

Depending on the diversified nature of the sample questionnaire was used as a tool for

data collection. For this purpose a four point Likert type scale was designed and

validated through both logical and empirical means. The respondents were given an

opportunity to respond to the open ended questions.

Data Collection

The data was collected by administering a questionnaire to the subjects through

personal meetings.

15
 CHAPTER 2

A REVIEW OF THE RELATED LITERATURE

Concept of Stress

Stress has profound effect on human life. It has also penetrated into the life of

university academia (Quick, 1987). The association between an individual and its

environment has been emerged as the major cause of stress. Generally when a person

feels difficulty to meet environmental demands, his/her reactions appear in the form

of stress. This state of affairs may negatively affect the normal functioning of human

body and mind. Such lack of control over various situations might produce adverse

effects on human beings which appear in the form of tensions and various muscular

diseases.

Causes of Stress among Employees

The academic stress is mainly associated with University organization (Roger, 2009).

Appreciation level, current practices of teaching, factors associated with teaching,

availability of finances, relationship between home and work environment, and new

challenges in the teaching-learning process were appeared as the main causes of stress

among university academia in China and Hong Kong. Moreover, the external locus of

control was also emerged another significant cause of stress among university

teachers (Cheng-Ping, and Mei-Ya, 2009; Leung, Siu and Spector 2000).

The researchers at the Duch University identified emotional exhaustion, health

complaints and withdrawal behaviour such as lower level commitment with the

university as the important causes of the stress among the teachers the law

16
department. It was noted that the withdrawal behavior have negative relationship with

resources and high job demands. Job demands depend on the number of students in

the class (Taris, Schreurs and Silfhout, 2001). The teachers with more loads of work

and less resources were found at the higher level of stress. There were some serious

health problems with such type of teachers (Schaufeli and Bakker, 2004). Another

challenge for the teachers is time pressure. There was positive association between

time pressure and the performance of the teachers (Sandra and Fritz, 2009).

Various types of conflicts among employees and employees versus institutions were

found significant stressors for the job related persons. Under this situation the

individual sometimes think to lose the job. After thorough investigation with health in

Hungary, Italy, the United Kingdom, and the United States, Glazer and Beehr (2005)

arrived at the conclusion that this stressor was more or less common at all the places

and dangerous for the organization.

The other stressors include employees’ professional competence, academic

performance of teachers, teachers’ self esteem, commitment with job, physical

environment of the workplace, safety, interaction between job and family, personal

and professional achievements, leadership behaviour, leadership expectations from

the workers, dissatisfaction with the nature of work and politics at the work place

(Forlin (2001), Gersch et.al. 2005, Johansson, Rosengren, Lappas, Wilhelmsen,

2003; Karatzias etal, 2002, Wong, Chen, Zu Lin and Cooper, 2002).

Impacts of Stress

Stress has significant impact on the performance of individuals. The individuals

usually could not perform up to the satisfaction level of the organization due to

institutional politics. They showed low level emotional commitment with the

organization. This resulted in the form of employees’ absenteeism from the job (Eran,

17
and Galit 2010). The University teachers at India could not perform due to health

related stressors (Chamundeswari, Vasanthi and Parvathi 2009). The passive nature of

job was the cause of irritation among employees in Israel ( Kushnir and Melamed,

2007).

After intensive research work the team of Australian investigators noted the negative

effect of stress on energy levels, job satisfaction, organizational security and

organizational commitment (Bellman, Forster, Still and Cooper, 2003). Lensworth

and Livingston, (2006) concluded that a chronic nature stress was harmful for both the

physical as well as mental health of the individuals. The persons have to face serious

type of skin irritation due to the prolonged use of computer at the work place

(Wiholm, Arnetz and Berg, 2000). Physical and mental exhaustion was another side

effect of the academic stress (Schaufeli and Bakker, 2004).

Stress Management among University Academia

The effective precautionary measures in the shape of comfortable learning

environment for the teaching-learning process can help to avoid stress (Quick, 1987).

Both the psychological and the biological remedies might be the contributory factors

in this regard. The researchers concluded that empowering the employees and

practicing transformational leadership style indicated decline in job stress among the

employees in India (Amarjit, Nahum and Smita, 2009).

Likewise the teachers with high job satisfaction in Denmark were found with little

stress (Nielsen, Randall and Albertsen, 2007). It has come to know after analyzing

data collected through the nine months longitudinal quasi-experimental study on job

redesign that flexible job control, intrinsic motivation, effective use of talent and

feedback were crucial factors for the job satisfaction of the teachers (Holman, et.al.,

2009). As a result of the study on the job preferences of the self recruited academic

18
employees extrovert persons gave indications of decreased stress levels. There was a

significant increase in the job satisfaction among teachers with low job satisfaction

(Stefansdottir and Sutherland, 2006).

The job satisfaction was found to be strongly associated with the commitment of the

teachers. It was noted that the satisfaction of self-esteem played a key role for winning

the emotional commitment with job among university academia in Egypt. As a result

there was a considerable stress reduction (Andrew, 2010). Furthermore, excursion

trips were considered essential for giving relief to the teachers from the feelings of an

academic fatigue ( Schaufeli and Bakker,2004).

After taking part in the stress management interventions the chronic stress patients

having joint problems showed significant improvements on measures of helplessness,

self-efficacy, coping, pain, and health status (Parker, etal., 2006). The chronic nature

stress adversely affected the health of people. In this regard health education can

contribute a lot for reducing the stress from everyday life. It is an urgent need to equip

the people with the knowledge of various social and environmental factors for making

appropriate changes in their life style. A course on health education and stress might

serve this need (Livingston, 2006).

There was a considerable improvement among the patients of stress (employee

absenteeism and performance ratings) after passing through the muscle relaxation

training (Murphy and Sorenson, 2007). It was noted that there was a high frequency of

skin problems among the persons associated with computer for the long time. The

significant relief among such patients was recorded after attending the formal training

( Wiholm, Arnetz and Berg, 2000).

It appears from the above discussion that throughout the globe the university academia

19
feel under one or other type of stress. As Pakistan is not apart from the world so from

time to time the teachers and students here also express strong feelings of stress due to

some known or unknown reasons. The need was felt to explore the causes and stress

management strategies among stakeholders of the higher seats of learning in Pakistan.

CHAPTER NO 3

RESEARCH METHODOLOGY

20
The present study deals with the analysis of the major stressors among university

teachers and the strategies to cope with these stressors. This problem was mainly

concerned with the current status of the stress among academia, so descriptive method

of research was considered appropriate for the study. Survey method was adopted to

elicit relevant information from the target population. A 39 items 4 point agree

disagree type questionnaire was administered by approaching 576 teachers of the nine

public sector general universities of Pakistan.

3.1 Population

All the university teachers were the population of this piece of research.

It was difficult to survey all the population. Available time and

resources were the major constraints in this regard. Due to the scattered

geographical nature of the participants stratified sampling was exercised

to get true replica of the target population.

3.2 Sample and Sampling

Multistage sampling was practiced to select the sample. It was more

than three stage sampling technique. First of all a list of all the

universities was downloaded from the site of Higher Education

Commission (HEC) of Pakistan. As per HEC site information in 2008,

124 institutions of higher learning were functioning in Pakistan. From

this list the universities working under public sector were identified.

21
Then a cluster of the general universities was processed. Subsequently

ten sample universities were selected through stratified sampling from

all over the country.

Later on the departments having at least four teachers on their faculty

list were listed. Subsequently sixteen departments were randomly

picked up from this list. Science and arts department were equally

represented in the sample. Finally four teachers were randomly picked

up from this stratum. In this way 64 teachers were included in the

sample from each university. The final sample consisted of 640 faculty

members. The detail of the sample is given in table 3.1.

Table No 3.1

Details of the Sample

22
S.No Province Name of Science Arts Sample
University Departments Departments size
1 Baluchistan University
of 8 8 64
Baluchistan
Quetta
2 Punjab The Islamia
University 8 8 64
of
Bahawalpur
3 Bahauddin
Zikria 8 8 64
University
Multan
4 The
University 8 8 64
of Punjab
Lahore
5 Sind The
University 8 8 64
of Karachi
6 University
of Sind 8 8 64
Jamshoro
7 N.W.F.P University
Of Peshawar 8 8 64
8 Federal International
Islamic 8 8 64
University
Islamabad
9 Punjab Fatima
Jinnah 8 8 64
University
Rawalpindi
Total 72 72 576

3.2.1 Research Tool Development

An extensive literature review was made on the area of interest. All the

relevant research tools were identified. The colleagues of international

repute who had expertise in the field were requested to send the research

tools through e.mail attachment. In response to the mail three

questionnaires received. Moreover, five research tools were downloaded

from various websites. Looking at all the possibilities a 50 items

23
 questionnaire was developed. A four points agree-disagree Likert type

scale was attached to record the responses. This scale was based on the

six conceptual variables: professional stressors, work related stressors,

behavioual stressors, discipline and motivation as stressors, professional

dissatisfaction and stress coping strategies.

3.2.2 Validation of Research Tool

A panel of four experts was requested to establish face validity and

content validity of the questionnaire. The items getting approval from

all the experts retained on the research tool. Those items on which there

was agreement among three experts were revised in the light of the

critical comments of the experts. Inappropriate items were removed

from the questionnaire. In addition to that two open ended items on the

major causes and strategies to cope the stressors were included at the

end of the measuring instrument. All the items were put on random

arrangement. A demographic section was added to this questionnaire.

This questionnaire was piloted on 20 teachers of a public sector

university. Some more revisions were made in the light of the

inadequacies in the responses. A calculated value of Cronbach Alpha

reliability of the research was .8. The final version of the research tool

consisted of 39 items. Among these 4 items (item no 11, 13, 14, 15), 6

(1-6), 5 (27-30, 36), 6 (31-35, 37), 6 (16-21) and 5 (7-10, 12), 5(22-26)

were respectively on professional, work related, behavioural, associated

with time management, discipline and motivation associated,

professional dissatisfaction stressors and stress coping strategies. This

questionnaire was used for data collection.

24
3.2.3 Data Collection

All the research sites were personally visited by the researcher. The

respondents were approached at their department. A copy of the

questionnaire was given to each respondent with a request to have

honest respond on all the items. In total sixty four teachers from sixteen

departments of each of the sampled university were in the study. The

questionnaires were distributed among 576 teachers of the nine public

sector universities of Pakistan. Enough time was given to complete the

research tool. The response rate varied from department to department

and university to university. Four hundred and ninety questionnaires

could reach to the researcher after completion. The response rate was

85%.

3.2.4 Difficulties faced by the researcher

1. The very first difficulty faced by the researcher during this study

was not to locate the departments as mentioned the address in the

given list from the registrar office.

2. Some of the female teachers did not co-operate due to their

domestic work and possessive behavior of their males. Some of

the male and female teachers did not agree to give the response

because they thought that why I am collecting this data and for

what purpose.

25
 3. Some times teachers did not co-operate with the teacher when

researcher reached in the department for data collection.

4. Sometimes after a long travel when the researcher reached in the

university, mostly teachers were not found in their departments.

3.3 Data Analysis

The responses were coded by putting the value of strongly agree,

agree, disagree and strongly disagree scale points with the respective

frequency 4, 3, 2 and 1. The weighted frequency was calculated

according to the position in which the responses occur. For example

strongly agree point on the scale was treated as 4 and not 1 likewise

strongly disagree category was taken as 1 and not 4. The weighted

frequencies of the items falling under each aspect of the stressors and

stress management strategy such as professional dissatisfaction of the

academia” were added by adding strongly agree and agree categories

into agree group of responses whereas strongly disagree and disagree

set of responses collectively give rise disagree set of views.

Subsequently cumulative frequency and percentage first on each agree

and disagree side of the scale, then total frequency of both the sides of

the scale on the item, total frequency and percentage for all the items

under each group of items respectively for agree and disagree side of

scale and finally total frequency for all the items of the scale was

worked out. Paired sample t test was employed to test the significance

of difference between agree and disagree sets of responses. The results

are given in the form of the following tables in chapter 4.

CHAPTER 4

Analysis of Data

26
This chapter deals with the data collected through a questionnaire. The views were

coded by changing strongly agree, agree, disagree and strongly disagree categories

with the respective frequency 4, 3, 2 and 1. Then the responses were weighted

according to the position in which they occur. For example strongly agree point on the

scale was treated as 4 and not 1 likewise strongly disagree category was taken as 1

and not 4. The weighted frequencies of the items falling under each aspect of stress

management strategy such as “teachers’ perspective on professional investment” were

added by merging strongly agree and agree categories into agree group of responses

whereas strongly disagree and disagree set of responses collectively give rise disagree

side of responses. Then cumulative frequency and percentage first individually on

each agree and disagree side of the scale, then total frequency of both the sides of the

scale on the item, total frequency and percentage for all the items under each group of

items independently for agree and disagree side of scale and finally total frequency

for all the items of the scale was worked out. Paired sample t test was employed to

test the significance of difference between agree and disagree sets of responses. The

results are given in the form of the following tables

Table 4.1

Professional Stressors among University Academia

27
Item Items Disagree Disagree Agree Agree Total
# Frequency % Frequency % Frequency
11 I lack recognition
for the extra work I 390 53.20 343 46.79 733
do.
13 I have no say in
making academic 381 52.91 339 47.08 720
decisions.
14 I lack control over
decisions made 334 46.19 389 53.80 723
about the university
matters.
15 I am not
emotionally 339 43.91 433 56.08 772
stimulated on the
job.
Total 1444 49% 1504 51% 2948
Paired Sample t test Disagree Mean=361 Agree Mean=376 t=.425
Disagree Standard Agree Standard df=3
Deviation=28.35 Deviation=44.26 Sig=.699

Tab.4.1 indicates that more than 52% teachers received recognition for the

extra work they do and had some role in making academic decisions. However, they

lacked control over decisions regarding university matters as viewed by 53%

participants. Fifty six percent teachers had no emotional attachment with the job. In

total 51% teachers were not committed with teaching profession. Paired Sample t test

showed no significant difference between agree and disagree groups of responses on

the professional investment of teachers.

Table 4.2

Work Related Stressors among University Academia

28
Item Items Disagree Disagree Agree Agree Total
# Frequency % Frequency % Frequency
1 I have too much work to do. 416 64.49 229 35.50 645
2 My workload is too big. 418 60.57 272 39.42 690
3 There is too much
paperwork in my job. 360 51.64 48.35 697
337
4 There is little time to
prepare for my lectures. 397 54.16 336 45.83 733
5 The pace of the University
day is too fast. 386 56.76 294 680
43.23
6 My personal priorities are
shortly changed due to time 417 58.64 294 41.35 711
demands.
Total 2394 58% 1762 42% 4156
Paired Sample t test Agree Mean=274.20 Disagree t= -15.574
Agree Standard Mean=551.60 df= 4
Deviation=17.51 Disagree Standard Sig=.000
Deviation=26.66

Table 4.2 shows that more than sixty four percent teachers have to do a lot of work as

their workload is too big. There is too much paper work in the job of 51% teachers.

More than 54% participants have little time to prepare for their lectures as the pace of

university day is too fast for them. They have to change their personal priorities due to

time demand. In total work is the major stressor among 58% university teachers.

There is significant impact of work related stressors on the lives of university teachers

as revealed by paired sample t’ test.

29
 Table 4.3

Behavioural Stressors among University Academia

Item Items Disagree Disagree Agree Agree Total

# Frequency % Frequency % Frequency
Frequency
27 I feel physical 362 46.41 418 53.58 780
exhaustion.
28 I feel mental 324 40.85 469 59.14 793
exhaustion.
29 I sleep more than 286 35.17 527 64.82 813
usual.
30 I rush in my 331 42.98 439 57.01 770
speech.
36 I think about 352 46.37 407 53.62 759
irrelevant matters
in the
conversation.
Total 1655 42% 2260 58% 3915
Paired Sample t test Disagree Mean=331 Agree Mean=452 t= -3.513
Disagree Standard Agree Standard df= 4
Deviation=229.478 Deviation=48.124 Sig=.025

Regarding table 4.3, more than 53% teachers feel physical exhaustion and do

irrelevant conversation as a result of stress. More than fifty seven percent teachers feel

mental exhaustion and rush towards their speeches due to this stress. As a result of

this stress 64% teachers sleep more than their usual routine. Paired sample t test

indicated a significant impact of stress on the behavior of the university teachers.

30
 Table 4.4

Time Management as a Cause of Stress among University Academia

Item Items Disagree Disagree Agree Agree Total

# Frequency % Frequency % Frequency
31 There is not enough time to get the
things done. 367 49.59 373 50.40 740
32 I have to try doing more than one
thing at a time. 370 49.93 371 50.06 741
33 I become impatient if others do
things too slowly. 366 50.41 360 726
49.58
34 I have little time to enjoy the time of
day. 384 52.81 343 47.18 727
35 I easily over commit my self.
360 49.79 363 50.20 723
37 I feel uncomfortable wasting time. 359 51.06 344 48.93 703
Total 2206 51% 2154 49% 4360
Paired Sample t test Disagree Mean=367.66 Agree Mean=359 t=1.211
Disagree Standard Agree Standard df= 5
Deviation=9.048 Deviation=12.946 Sig=.28

Table 4.4 reveals that about fifty percent teachers do not have enough time to get the

things done, they feel uncomfortable in wasting time, do not overcomit themselves

and become impatient if others do things very slowly. More than fifty two percent

teachers could not enjoy due to the stress.

Paired sample t test showed no significant difference between agree and disagree

sides of the scale on the time management.

31
 Table 4.5

Impact of Discipline and Motivation on Stress among university Academia

Item Items Disagree Disagree Agree Agree Total

# Frequency % Frequency % Frequency
16 I lack opportunities for
professional development. 332 44.20 419 55.79 751
17 I have to teach too poorly
motivated students. 343 46.22 399 53.77 742
18 I have to deal the students
with negative social 322 440 57.74 762
behaviors.
42.25
19 I feel insecure at the 262 31.79 562 68.20 824
department
20 I respond to stress by feeling
vulnerable 313 39.17 486 60.82 799
21 I feel depress at the 282 34.09 545 65.90 827
department
Total 1854 40% 2851 60% 4705
Paired Sample t test Disagree Mean =309 Agree Mean= t=-4.152
Disagree Standard 475.16 df =5
Deviation =31.009 Agree Standard Sig =.009
Deviation =67.419

Table 4.5 shows that more than fifty three percent teachers lack opportunities for their

professional development, they have to teach poorly motivated learners and deal with

negative behaviours of the students. More than sixty eight percent respondents feel

insecure and depress in their departments due to this stress. Sixty percent teachers

seem helpless in this situation. Paired sample t test indicated significant impact of

discipline and motivation on the stress among academia.

32
 Table 4.6

Professional Dissatisfaction among University Teachers

Item Items Disagree Disagree Agree Agree Total

# Frequency % Frequency % Frequency
7 I have sufficient 372 53.06 329 46.93 701
opportunities in my job.
8 I am not progressing in my
job as rapidly as like. 347 47.86 52.13 725
378
9 I do not need more status on 376 52.51 340 47.48 716
my job.
10 My personal opinions are
sufficiently aired. 386 52.73 346 47.26 732
12 I receive an inadequate
salary for the work I do. 338 44.88 415 55.11 753
Total 1819 50% 1808 50% 3627
Paired Sample t test Disagree Agree Mean=361.60 t= .091
Mean=363.80 Agree Standard df= 4
Disagree Standard Deviation=34.97 Sig=.932
Deviation=20.35

Table 4.6 shows that more then fifty two percent teachers lack promotion in

their job as they are not progressing in their job as rapidly as they like. They need

more status on their jobs. Their personal opinions are not sufficiently aired. Fifty five

percent teachers receive an inadequate salary for the work they do in the university.

Paired sample t, test showed no significant difference between agree and disagree

group of responses on the professional distress.

33
 Table 4.7

Stress Coping Strategies among University Academia

Item Items Disagree Disagree Agree Agree Total

# Frequency % Frequency % Frequency
22 I have to use prescribed drugs. 258 30.35 592 69.64 850
23 I have to pass the University day with
shallow breath. 259 31.54 562 68.45 821
24 I feel increased blood pressure. 301 35.70 542 64.29 843
25 I have stomach pain of extended
duration. 278 33.98 540 66.01 818
26 I do not bother about the academic
problems. 275 34.50 522 65.49 797
Total 1371 33% 2758 67% 4129
Paired Sample t test Disagree Mean=274 Agree Mean=559 t=-13.704
Disagree Standard Agree Standard df=3
Deviation=20.21 Deviation=24.13 Sig=.001

Table 4.7 points out that more than sixty six percent teachers have to use the

prescribed drugs as they feel stomach pain and pass the university day with shallow

breath. In case of 64% participants’ high blood pressure was reported. Sixty four

percent respondents do not bother about the academic problems. In total 67%

respondents’ revealed negative impact of stress on their lives. Paired sample t’ test

showed significant difference between agree and disagree group of responses in

favour of agree side.

34
Effects of Demographic Variables on the Stress Management

Demographic variables provide base to the research variables of the measuring

instrument. Academic qualification, designation, gender, teaching and research

experience, international research publications and name of the university served as

demographic variables for this piece of research. An independent sample t test was

employed to calculate the effects of gender on the professional, behavioural,

discipline, motivation, time related stressors and professional frustrations. The effects

of the qualification, designation, experience, international research publications of

teachers and university on the core variables were worked out by One Way ANOVA

followed by Bonferroni as Post Hoc test. The results are as follows:

It was noted that the female faculty members do not have much control over

university related decisions (Male mean 2.05, Male standard deviation .897; female

mean 2.30, female standard deviation .916, t -2.289, df 269, p .023).

35
 Table 4.8

Effects of Gender on Work Related Stressors

Item Items Gender Gender T df p

# Mean Standard
Deviation
3 There is too much Male Mean Male 3.952 272 .000
paperwork in my job. 2.21 Standard
Female Deviation
Mean .855
1.82 Female
Standard
Deviation
.762
4 There is little time to Male Mean Male 2.666 273 .008
prepare for my lectures. 2.25 Standard
Female Deviation
Mean .757
2.01 Female
Standard
Deviation
.694
5 The pace of the University Male Mean Male 3.522 273 .001
day is too fast. 2.15 Standard
Female Deviation
Mean .810
1.82 Female
Standard
Deviation
.734
Overall impact Male Mean Male 7.341 2 .018
2.2033 Standard
Female Deviation
Mean .05033
1.8833 Female
Standard
Deviation
.10970

Table 4.8 reveals that the male teachers have little time to prepare lectures as they

have to do more paper work in their job as compared to the female teachers.

University day passes more quickly for male faculty than female academia. In total

both the genders were significantly different on work related stressors. Male teachers

were more under work stress than their female colleagues.

36
 Male and female faculty members were found at the same level on the behaviour

related stressors, time management, professional frustration, discipline and

motivation.

Effects of Academic Qualifications on Stress Management

Professional qualification could not produce any significant impact on the

professional stressors.

Table 4.9

Effects of Academic Qualification on Work Related Stressors

Item Items Mean F df p

# Difference in
Qualification
3 There is too much M.Sc.-M.A. 3.171 273 .017
paperwork in my job. .471
4 There is little time to M.Phil-M.Sc. 2.865 274 .039
prepare for my lectures. .367

5 The pace of the University M.Sc.-M.A. 3.522 274 .030

day is too fast. .415

It appears from the above table that the teachers holding M.Sc qualification has much

paper work in their job as compared to the faculty having M.A. degree in their credit.

In case of the former faculty the pace of the university day is faster than the latter

ones. The academia with M.Phil qualification has less time to prepare for teaching as

compared to M.Sc. degree holding faculty.

37
 Table 4.10

Effects of Academic Qualification on Behavioural Stressors

Item Items Mean F df p

# Difference in
Qualification
27 I feel physical exhaustion. M.Sc.-M.A. 7.571 274 .001
.635
M.Phil-M.A.
.560 .002
28 I feel mental exhaustion. M.Phil-M.Sc. 7.466 274 .024
.493
M.Phil-M.A. .000
.715
M.Phil-PhD .010
.527
29 I sleep more than usual. M.Phil.-M.A. 6.700 274 .000
.649
M.Phil-PhD .002
.602

Regarding table 4.10 the science faculty feels more physical exhaustion than teachers

from arts departments. The teachers with M.Phil qualification reported more physical

exhaustion as compared to their colleagues having M.A. qualification. The teachers

with M.Phil qualification in their credit reported more than usual sleep and mental

exhaustion than all the other teachers with M.A. /M.Sc. and PhD qualification.

Table 4.11

38
 Effects of Teaching Experience on Behavioural Stressors

Item Items Mean F df p

# Difference in
Experience
27 I feel physical exhaustion. (26-30)-(6-10) 2.015 272 .022
.854

29 I sleep more than usual. (1-5)-(6-10) 2.252 272 .02

.552

30 I rush in my speech. (1-5)-(6-10) 3.820 272 .002

.661
(1-5)-(16-20) .007
.732
(1-5)-(21-25) .043
.673

Table 4.11 reveals that the teachers with 26-30 years teaching experience reported

more physical exhaustion than those with 6-10 years teaching experience. The

teachers with 1-5 years teaching experience reported rush in their speech and slept

more than usual as compared to all the other faculty members.

39
 Table 4.12

Effects of University on Professional Stressors

Item Items Mean F df p

# Difference between
Universities
11 I lack recognition for the Bahauddin Zakariya- 4.573 335 .001
extra work I do. Fatima Jinnah
.659
Bahauddin Zakariya- .000
University of Karachi
.613
15 I am not emotionally University of Sindh- 4.166 335 .012
stimulated on the job. Bahauddin Zakariya
.908
International Islamic- .044
Fatima Jinnah
.639
University of Sindh- .000
Fatima Jinnah
1.188
University of Sindh- .005
University of Karachi
.954
University of Sindh- .01
University of Punjab
.810

According to table 4.12 the academia at Bahauddin Zakariya University reported less

recognition for the extra work than their colleagues at University of Karachi and

Fatima Jinnah Women University. The faculty at University of Sindh Hyderabad and

International Islamic University Islamabad were less motivated on the job than their

colleagues at Bahauddin Zakariya University Mulatan, University of Karachi,

University of Punjab and Fatima Jinnah Women University Rawalpindi.

Table 4.13

40
 Effects of University on Work Related Stressors

Item Items Mean F df p

# Difference between
Universities
1 I have too much work to do. University of the 7.020 336 .009
Punjab-Bahauddin
Zakariya
.502
University of Punjab- .000
University of Karachi
.854
University of Punjab-
University of Sindh .008
.861
Fatima Jinnah- .003
University of Karachi
.607
2 My workload is too big. Bahauddin Zakariya- 11.216 336 .007
International Islamic
.578
Bahauddin Zakariya- .000
University of Karachi
.722
University of Punjab- .000
Fatima Jinnah
.641
University of Punjab- .000
International Islamic
.778
University of Punjab- .039
Islamia University
.575
University of Punjab- .000
University of Karachi
.922
University of Punjab-
University of Sindh .013
.742
3 There is too much Bahauddin Zakariya- 7.251 333 .000
paperwork in my job. Fatima Jinnah
.753
Bahauddin Zakariya- .01
University of Sindh
.772
International Islamic-
Fatima Jinnah .006
.722
University of
Balochistan-Fatima
Jinnah .042

41
 .742
Bahauddin Zakariya-
University of Karachi .003
.558
University of Punjab-
University of Karachi .000
.609
University of Punjab-
University of Sindh .020
.823
4 There is little time to Bahauddin Zakariya- 6.449 334 .000
prepare for my lectures. Fatima Jinnah
.717
Bahauddin Zakariya-
University of Karachi .016
.450
International Islamic-
Fatima Jinnah .029
.577
Islamia University-
Fatima Jinnah .004
.772
University of
Balochistan-Fatima
Jinnah .002
.822
University of Punjab-
Fatima Jinnah .000
.643

5 The pace of the University Bahauddin Zakariya- 10.512 334 .001

day is too fast. Fatima Jinnah
.619
Bahauddin Zakariya-
University of Karachi .000
.582
Islamia University-
Fatima Jinnah .004
.765
University of Punjab-
Fatima Jinnah .000
.904
Islamia University-
University of Karachi .003
.728
University of Punjab-
University of Karachi .000
.867
6 My personal priorities are Bahauddin Zakariya- 6.101 335 .003
shortly changed due to time Fatima Jinnah
demands. .588
Bahauddin Zakariya-

42
 University of Karachi .000
.606
University of Punjab-
Fatima Jinnah .003
.571
University of Punjab-
University of Karachi .000
.589

Table 4.13 reveals the teachers at University of Punjab Lahore had to do too much

work as compared to those of Bahauddin Zakariya University Multan,University of

Karachi and University of Sindh Hyderabad. Those at Fatima Jinnah University

Rawalpindi also had too much work to do than their University of Karachi colleagues.

The workload of the academia at Bahauddin Zakariya University Multan and

University of Punjab Lahore was too big than the faculty members at rest of the

sample universities. There was more paper work in the job of the faculty at Bahauddin

Zakariya University Multan, Balochistan University Quetta and University of Punjab

Lahore as compared to the teaching staff of the other universities. The pace of the

university day was faster for the faculty members at Bahauddin Zakariya University

Multan, University of Punjab Lahore, Islamia University Bahawalpur, International

Islamic University Islamabad and University of Balochistan Quetta as compared to

the faculty members at Fatima Jinnah University Rawalpindi and University of

Karachi. There was little time with teachers for lecture preparation at Bahauddin

Zakariya University Multan and Islamia University Bahawalpur than their colleagues

at Fatima Jinnah Women University Rawalpindi and University of Karachi. The

teachers at Bahauddin Zakariya University Multan and University of Punjab Lahore

had to change their personal priorities as compared to their colleagues at Fatima

Jinnah University Rawalpindi and University of Karachi.

43
 Table 4.14

Effects of University on Behavioural Stressors

Item Items Mean F df p

# Difference
27 I feel physical exhaustion. Bahauddin Zakariya- 4.242 334 .002
Fatima Jinnah
.672
International Islamic-
Fatima Jinnah 002
.781
Islamia University-
Fatima Jinnah .018
.774
University of
Balochistan-Fatima
Jinnah .001
1.015
University of
Karachi-Fatima .044
Jinnah
.518
University of Punjab-
Fatima Jinnah .003
.639
28 I feel mental exhaustion. International Islamic- 3.747 334 .001
Fatima Jinnah
.918
University of
Balochistan-Fatima .005
Jinnah
.970
29 I sleep more than usual. International Islamic- 7.604 334 .003
Bahauddin Zakariya
.719
International Islamic-
Fatima Jinnah .000
1.094
Islamia University-
Fatima Jinnah .002
.905
University of
Balochistan-Fatima .003
Jinnah
.941
University of Sindh-
Fatima Jinnah .031
.857
International Islamic-
University of Punjab .000
.830

44
 International Islamic-
University of Karachi .000
.830
30 I rush in my speech. International Islamic- 5.304 334 .006
Fatima Jinnah
.733
Islamia University-
Fatima Jinnah .002
.903
University of
Balochistan-Fatima
Jinnah .010
.869
Islamia University-
University of Karachi .016
.730
Islamia University-
University of Punjab .048
.663
36 I think about irrelevant University of Sindh- 3.596 332 .007
matters in the conversation. Fatima Jinnah
.969

Table 4.14 indicates that the faculty at Bahauddin Zakariya University Multan,

International Islamic University Islamabad, Islamia University Bahawalpur,

University of Balochistan Quetta, University of Karachi and University of Punjab

Lahore feel more physical exhaustion and physical weaknesses than their colleagues

at Fatima Jinnah Women University. The faculty members at International Islamic

University Islamabad, Islamia University Bahawalpur, University of Balochistan

Quetta and University of Sindh Hyderabad sleep more than their fellows at Bahauddin

Zakariya University Multan, University of Punjab Lahore and Fatima Jinnah Women

University Rawalpindi. Teachers at International Islamic University Islamabad,

Islamia University Bahawalpur and University of Balochistan Quetta speak faster than

the faculty at Fatima Jinnah Women University Rawalpindi, University of Karachi

and University of Punjab Lahore. The teaching staff at University of Sindh Hyderabad

thinks more about irrelevant conversation than the teachers of Fatima Jinnah Women

University Rawalpindi.

45
 Table 4.15

Effects of University on Time Management as a Stressor

Item Items Mean F df p

# Difference
34 I have little time to enjoy Bahauddin Zakariya- 4.344 332 .009
the time of day. University of Karachi
.508
University of
Balochistan-
University of Karachi .003
.849
University of
Balochistan- .008
University of Sindh
1.063
University of Punjab-
University of Karachi .019
.462
37 I feel uncomfortable wasting Bahauddin Zakariya- 6.282 332 .006
time. University of Karachi
.566
University of Punjab-
Fatima Jinnah .017
.582
International Islamic-
University of Karachi .022
.641
University of Punjab-
University of
Balochistan .003
.926
university of Punjab-
University of Karachi .000
.767

As reflected through table 4.15 the teaching faculty at Bahauddin Zakariya University

Multan, University of Balochistan and University of Punjab Lahore had lesser time to

enjoy than their colleagues at University of Sindh Hyderabad and University of

Karachi. The faculty members at Bahauddin Zakariya University Multan, University

of Punjab Lahore and International Islamic University Islamabad feel more

uncomfortable in wasting time than their colleagues at University of Balochistan

Quetta, Fatima Jinnah Women University Rawalpindi and University of Karachi.

46
 Table 4.16

Effects of University on Discipline and Motivation as a Stressor

Item Items Mean F df p

# Difference
16 I lack opportunities for Bahauddin Zakariya- 6.608 335 .001
professional development. Fatima Jinnah
.732
University of
Balochistan- Fatima
Jinnah .001
1.008
University of Sindh-
Fatima Jinnah .000
1.341
University of Punjab-
Fatima Jinnah .000
.771
University of Sindh-
University of Karachi .003
1.000
17 I have to teach too poorly University of Punjab- 2.219 333 .034
motivated students. Fatima Jinnah
.529
19 I feel insecure at the Bahauddin Zakariya- 8.257 330 .028
department Fatima Jinnah
.558
International Islamic-
Fatima Jinnah .000
1.111
Islamia University-
Fatima Jinnah .024
.764
University of Sindh-
Fatima Jinnah .000
1.312
International Islamic-
University of Karachi .000
.892
International Islamic-
University of Punjab .000
.851
University of Sindh-
University of Karachi .001
1.092
University of Sindh-
University of Punjab
1.052 .001

20 I respond to stress by feeling Bahauddin Zakariya- 4.797 332 .010

vulnerable Fatima Jinnah

47
 .640
International Islamic-
Fatima Jinnah .000
.952
Islamia University-
Fatima Jinnah .006
.901
University of
Balochistan-Fatima
Jinnah .032
.845
University of Sindh-
Fatima Jinnah .017
.986
21 I feel depress at the International Islamic- 7.136 333 .000
department Bahauddin zakariya
.844
University of Sindh-
Bahauddin Zakariya .002
1.045
International Islamic-
Fatima Jinnah .000
1.020
University of Sindh-
Fatima Jinnah .000
1.221
International Islamic-
University of Karachi .002
.742
International Islamic-
University of Punjab .000
.865
University of Sindh-
University of Karachi .008
.943
University of Sindh-
University of Punjab .001
1.065

Regarding table 4.16 the teachers at Bahauddin Zakariya University Multan,

University of Sindh Hyderabad, University of Balochistan Quetta and University of

Punjab Lahore lacked opportunities for professional development with respect to

Fatima Jinnah Women University Rawalpindi and University of Karachi. The facuty

at University of Punjab Lahore in comparison with those of Fatima Jinnah Women

University Rawalpindi has to teach poorly motivated students. The teachers at

48
Bahauddin Zakariya University Multan, University of Sindh Hyderabad, International

Islamic University Islamabad, Islamia University Bahawalpur feel much insecure at

their department as compared to their colleagues at Fatima Jinnah Women University

Rawalpindi, University of Karachi and University of Punjab Lahore. The teaching

staff at Bahauddin Zakariya University Multan, Islamia University Bahawalpur,

International Islamic University Rawalpindi, University of Balochistan Quetta and

University of Sindh Hyderabad responded to stress by feeling more helpless as

compared to their women colleagues at Fatima Jinnah University. The academia at

University of Sindh Hyderabad and International Islamic University Islamabad were

found more depress at their departments than their colleagues from Bahauddin

Zakariya University Multan, University of Karachi, University of Punjab and Fatima

Jinnah Women University.

49
 Table 4.17

Effects of University on Professional Dissatisfaction as a Stressor

Item Items Mean F df p

# Difference
7 I have sufficient University of Sindh- 3.97 335 .014
opportunities in my job. Fatima Jinnah
.922
University of Sindh-
University of Karachi .009
.914
University of Sindh-
University of Punjab .040
.462
8 I am not progressing in my Bahauddin Zakariya- 4.130 335 .012
job as rapidly as like. Fatima Jinnah
.595
University of
Balochistan-Fatima .044
Jinnah
.760
University of Punjab-
Fatima Jinnah .022
.551

9 I do not need more status on University of 2.721 335 .015

my job. Balochistan-
University of Karachi
1.309
10 My personal opinions are Bahauddin Zakariya- 3.331 334 .001
sufficiently aired. Fatima Jinnah
.688
12 I receive an inadequate International Islamic- 3.204 335 .026
salary for the work I do. Fatima Jinnah
.668
University of Punjab-
Fatima Jinnah .044
.525

Table 4.17 indicates that the teaching staff at University of Sindh Hyderabad had

more opportunities in job than their colleagues at University of Punjab Lahore,

University of Sindh Hyderabad and Fatima Jinnah University. The academia at

Bahauddin Zakariya University Multan, University of Punjab Lahore and University

of Balochistan were not progressing in their jobs according to their desires with

50
respect to the teaching staff at Fatima Jinnah University. The teachers at University of

Balochistan Quetta with reference to their Colleagues University of Karachi did no

want more status on their present job. The personal opinions of the teaching faculty at

Bahauddin Zakariya University Multan are more aired than their counterparts at

Fatima Jinnah University whereas the teachers at University of Punjab Lahore and

International Islamic University Islamabad were receiving less salaries for their work

than their colleagues at Fatima Jinnah University.

Table 4.18

Effects of University on Stress Coping Strategies

51
Item Items Mean F df p
# Difference
22 I have to use prescribed International Islamic- 2.893 333 .035
drugs. Fatima Jinnah
1.131
23 I have to pass the University Bahauddin Zakariya- 10.538 331 .001
day with shallow breath. Fatima Jinnah
.740
International Islamic-
Bahauddin Zakariya .025
.641
International Islamic-
Fatima Jinnah .000
1.381
Islamia University-
Fatima Jinnah .000
1.175
University of
Balochistan-Fatima .000
Jinnah
1.436
University of
Karachi-Fatima .028
Jinnah
.565
University of Sindh-
Fatima Jinnah .000
1.318
University of Punjab-
Fatima Jinnah .000
.915
International Islamic-
University of Karachi .001
.816
University of
Balochistan-
University of Karachi .008
.871
24 I feel increased blood Bahauddin Zakariya- 6.187 334 .047
pressure. Fatima Jinnah
.526
International Islamic- .003
Fatima Jinnah
.776
Islamia University-
Fatima Jinnah .030
.741
University of
Balochistan-Fatima
Jinnah .001
1.049

52
 University of Sindh-
Fatima Jinnah .001
1.075
International Islamic-
University of Karachi .033
.590
University of Sindh-
University of Karachi .011
.889
26 I do not bother about the Islamia University- 5.272 333 .001
academic problems. Fatima Jinnah
1.004
University of Sindh-
Fatima Jinnah .024
.909
Islamia university-
University of Karachi .001
.912
Islamia University-
University of Punjab .010
.790
University of Sindh-
University of Karachi .046
.817

Table 4.18 shows that the teachers at Bahauddin Zakariya University Multan,

International Islamic University Islamabad, University of Punjab Lahore, University

of Karachi, University of Sindh Hyderabad and University of Balochistan Quetta

spent their days at their respective Universities with more shallow breath than their

colleagues at Fatima Jinnah University whereas the teachers at International Islamic

University Islamabad had to use prescribed drugs for coping stress. The faculty at

Bahauddin Zakariya University Multan, Intenational Islamic University Islamabad,

Islamia University Bahawalpur, University of Sindh and University of Balochistan

complained more increase in their blood pressure than their teaching fellows at Fatima

Jinnah University and University of Karachi. The teachers at University of Sindh

Hyderabad and Islamia University Bahalpur told that they bother less about academic

problems than their colleagues at Fatima Jinnah Women University, University of

Karachi and University of Punjab Lahore.

53
 CHAPTER 5

FINDINGS DISCUSSION CONCLUSIONS AND IMPLICATIONS

54
 This chapter is mainly concerned with the findings extracted from the data.

After discussing the findings some conclusions were drawn. In the light of the

conclusions recommendations were made.

FINDINGS

The extra work of more than 52% teachers was recognized and they were

consulted in academic decision making. However, they were not considered as a final

authority in deciding university matters. More than half teachers did not show any

emotional attachment with the job as they were not committed with teaching

profession.

The work load for more than sixty four percent teachers was too big. They had

to do a lot of paper work. The teachers had little time for preparing their lectures.

They had to prefer professional things over personal ones. As a result work appeared

as a major stressor in their life.

More than one half of the teachers at most of the universities were found under

stress. They reported physical exhaustion. As a result they did irrelevant conversation

and slept more than their usual.

About 50% teachers had shortage of time to do the things. They neither

overcomit themselves nor like to waste their time and show impatience over the

laziness of other people. They were unable to enjoy due to the stress.

A fairly high number of teachers 53% reported fewer opportunities for their

professional development. According to teachers the majority of the students were

poorly motivated frequently charged with negative behaviours. Majority of the

55
teachers (68%) reported security problems at their departments. They complaint

depression as they seem helpless in this situation.

About more than one half of the teachers (52%) lacked promotion in their job.

They wanted more status. As compared to their work their salary was inadequate.

A vast majority of teachers 66% reported stomach pain and high blood

pressure. They had to use the prescribed drugs for getting relief from these

complaints. They spent their day at university with shallow breath. In total teachers’

revealed negative impact of stress on their lives.

Effects of Demographic Variables on the Stress Management

The impacts of the academic qualification, designation, gender, teaching and research

experience, research publications and name of the university were calculated on the

professional, behavioural, discipline, motivation, time related stressors and

professional frustrations either by employing independent sample t test (for gender

only) or by One Way ANOVA followed by Bonferroni as Post Hoc test. The results

are as follows:

It was noted that the female faculty members do not have much control over

university related decisions (Male mean 2.05, Male standard deviation .897; female

mean 2.30, female standard deviation .916, t -2.289, df 269, p .023).

Both the genders were significantly different on work related stressors. The

male teachers had little time for preparations as they were more involved in paper as

compared to the female teachers. Their university day passed more quickly than

female academia. They were more under work stress than their female colleagues.

56
Male and female faculty members were found at the same level on the behaviour

related stressors, time management, professional frustration, disciplines and

motivation.

Effects of Academic Qualifications on Stress Management

Professional qualification could not produce any significant impact on the

professional stressors.

The teachers holding M.Sc. qualification had to do more paper work than their

M.A. degree holder colleagues. The academia with M.Phil qualification has less time

to prepare for teaching as compared to M.Sc. degree holding faculty.

The science teachers reported more physical exhaustion than their colleagues

from arts departments. Likewise the teachers having M.Phil qualification in their

credit agreed more than usual sleep and physical weaknesses than rest of the faculty

members with M.A. /M.Sc. and PhD qualification.

The teachers having 26-30 years teaching experience reported more physical

exhaustion than those with 6-10 years teaching experience. The teachers with 1-5

years teaching experience reported rush in their speech and slept more than usual as

compared to all the other faculty members.

Bahauddin Zakariya University academia complained less recognition of the

extra work than those of University of Karachi and Fatima Jinnah Women University.

The faculty at University of Sindh Hyderabad and International Islamic University

Islamabad showed less motivation towards their job than their colleagues at

Bahauddin Zakariya University Mulatan, University of Karachi, University of Punjab

and Fatima Jinnah Women University Rawalpindi.

The faculty at Bahauddin Zakariya University Multan, International Islamic

University Islamabad, Islamia University Bahawalpur, University of Balochistan

57
Quetta, University of Karachi and University of Punjab Lahore feel more physical

exhaustion and physical weaknesses than their colleagues at Fatima Jinnah Women

University. The faculty members at International Islamic University Islamabad,

Islamia University Bahawalpur, University of Balochistan Quetta and University of

Sindh Hyderabad sleep more than their fellows at Bahauddin Zakariya University

Multan, University of Punjab Lahore and Fatima Jinnah Women University

Rawalpindi. Teachers at International Islamic University Islamabad, Islamia

University Bahawalpur and University of Balochistan Quetta speak faster than the

faculty at Fatima Jinnah Women University Rawalpindi, University of Karachi and

University of Punjab Lahore. The teaching staff at University of Sindh Hyderabad

thinks more about irrelevant conversation than the teachers of Fatima Jinnah Women

University Rawalpindi.

The teachers at University of Punjab Lahore had to do too much work as compared to

those of Bahauddin Zakariya University Multan,University of Karachi and University

of Sindh Hyderabad. Those at Fatima Jinnah University Rawalpindi also had too

much work to do than their University of Karachi colleagues. The workload of the

academia at Bahauddin Zakariya University Multan and University of Punjab Lahore

was too big than the faculty members at rest of the sample universities. There was

more paper work in the job of the faculty at Bahauddin Zakariya University Multan,

Balochistan University Quetta and University of Punjab Lahore as compared to the

teaching staff of the other universities. The pace of the university day was faster for

the faculty members at Bahauddin Zakariya University Multan, University of Punjab

Lahore, Islamia University Bahawalpur, International Islamic University Islamabad

and University of Balochistan Quetta as compared to the faculty members at Fatima

Jinnah University Rawalpindi and University of Karachi. There was little time with

teachers for lecture preparation at Bahauddin Zakariya University Multan and Islamia

University Bahawalpur than their colleagues at Fatima Jinnah Women University

58
Rawalpindi and University of Karachi. The teachers at Bahauddin Zakariya

University Multan and University of Punjab Lahore had to change their personal

priorities as compared to their colleagues at Fatima Jinnah University Rawalpindi and

University of Karachi.

The teachers at Bahauddin Zakariya University Multan, University of

Balochistan Quetta and University of Punjab Lahore had less leisure time as

compared to their colleagues at University of Sindh Hyderabad and University of

Karachi. They did not like to waste their time.

The faculty members at Bahauddin Zakariya University Multan, University of

Sindh Hyderabad, University of Balochistan Quetta and University of Punjab Lahore

had fewer opportunities for professional development as compared to their colleagues

at Fatima Jinnah Women University Rawalpindi and University of Karachi. They had

to teach poorly motivated students as opined by the faculty at University of Punjab

Lahore. The teachers at Bahauddin Zakariya University Multan, University of Sindh

Hyderabad, International Islamic University Islamabad, Islamia University

Bahawalpur also had some security problems than their colleagues at Fatima Jinnah

Women University Rawalpindi, University of Karachi and University of Punjab

Lahore.

The staff members at Bahauddin Zakariya University Multan, Islamia

University Bahawalpur, International Islamic University Rawalpindi, University of

Balochistan Quetta and University of Sindh Hyderabad felt helpless in the state of

stress as compared to their women colleagues at Fatima Jinnah University. There was

more depression among academia at University of Sindh Hyderabad and International

Islamic University Islamabad than their colleagues from Bahauddin Zakariya

University Multan, University of Karachi, University of Punjab and Fatima Jinnah

Women University.

59
 University of Sindh Hyderabad academia enjoyed more rapid job promotion as

compared to the faculty at University of Punjab Lahore, University of Karachi and

Fatima Jinnah University whereas the academia at Bahauddin Zakariya University

Multan, University of Punjab Lahore and University of Balochistan were not

progressing in their jobs according to their desires with respect to the teaching staff at

Fatima Jinnah University. However, more weight age was given to the personal

opinions of the teaching faculty at Bahauddin Zakariya University Multan than their

counterparts at Fatima Jinnah University.

The teachers at Bahauddin Zakariya University Multan, International Islamic

University Islamabad, University of Punjab Lahore, University of Karachi, University

of Sindh Hyderabad and University of Balochistan Quetta spent their time at their

respective University with more shallow breath than their colleagues at Fatima Jinnah

University. The teachers at International Islamic University Islamabad had to use

prescribed drugs for coping stress. The faculty at Bahauddin Zakariya University

Multan, Intenational Islamic University Islamabad, Islamia University Bahawalpur,

University of Sindh and University of Balochistan complained high blood pressure

than their teaching fellows at Fatima Jinnah University and University of Karachi.

Discussion and Conclusions

This study was conducted to explore major stressors in the job of university

teachers and the ways how they deal with these stressors. The data was collected by

administering a questionnaire to the faculty members at their respective university

departments. Four points scale was used to record the responses. It was noted that

there was a lot of paper work in the teaching profession. There was less time for

making academic preparation. For a fairly high number of teachers the pace of the

university day was very fast. Even they were not overcommitted. They had to

sacrifice their personal commitments over the cost of professional ones. There was

low motivation among students for learning new things. At the same time most of the

60
teachers found themselves under security threats. They seemed helpless in this

situation.

On the other hand the high inflation rate in the country had badly affected the

purchasing power of most of the teachers. Their salaries seemed inadequate. There

were meager career development opportunities in this profession as revealed by the

majority of teachers. In this situation many teachers felt under stress. They

complained high blood pressure, physical and mental irregularities and many other

problems. The situation was so serious that many of the teachers had to use prescribed

drugs on regular basis. There was partial impact of the demographic variables on the

situation of stress at all the sampled universities.

With slight differences more or less same type of situation prevailed at all the

institutions of higher learning in the country. Academic culture, the nature of

students’ body, salary structure and academic environment was almost similar at all

the high seats of learning in the country. So generalization of these findings might be

claimed for all the public sector universities in the country. The further research might

address the situation of teachers’ stress at the universities working under private

sector in the country.

Implications

The existing situation of the stress among university academia in

Pakistan demands serious considerations on the part of the parents, university

management, Higher Education authorities and Government of Pakistan. The causes

of the stress must be eliminated from the academic circles of the high seats of learning

so that the university teachers might devote themselves for developing the market

based learning skills among the future leadership of the country. University

authorities should do serious efforts to reduce paper work from the job of the teachers.

The deserving teachers should be given timely promotion. Government should

improve security situation of the high seats of learning. There should be serious

61
efforts on the part of the government to control devaluation of the currency. The

salaries of the teachers should be made reasonable.

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