OCCUPATIONAL STRESS AMONG UNIVERSITY TEACHERS

The Person-Environment Fit model was used to analyse the lack of fit ( misfit) between motivational style and job rewards as a contributing f actor in developing occupational stress symptoms in university teacher s. Three motivational styles and corresponding job rewards were measur ed using instruments derived from Porter's motivational theory in a qu estionnaire mailed to 400 randomly selected tenure-track university te achers. Occupational stress symptoms were measured by items reflecting burnout, stress-related health problems, perceived work stress, produ ctivity, job satisfaction and consideration for job change. The majori ty of teachers indicated a good fit between motivational style and job rewards. Female teachers were a noted exception with higher misfit sc ores than their male counterparts. Despite the 'good' fit, two-thirds of the teachers indicated they perceived stress at work at least 50 pe r cent of the time. Teachers also reported burnout, stress-related hea lth problems, lowered work productivity, inability to cope with work s tress and job change consideration. Heavy workload was the most freque ntly cited reason for considering job change. Female teachers were mor e likely to consider job change as a result of job stress. Research-re lated activities were considered to be more stressful than either teac hing or service. A positive perception of ability to manage work stres s was negatively correlated with stress symptoms. Preventive strategie s are recommended for dealing with academic stress. Further study of t he role of misfit between motivational style and job demands as a fact or in developing occupational stress is needed, particularly in female teachers.