Faculty Stress: The Influences of Institutional Characteristics. ASHE Annual Meeting Paper.

Autor/inn/en	Arnold, Gertrude L.; und weitere
Titel	Faculty Stress: The Influences of Institutional Characteristics. ASHE Annual Meeting Paper.
Quelle	(1996), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Faculty; Faculty Workload; Full Time Faculty; Higher Education; Institutional Characteristics; Multiple Regression Analysis; National Surveys; Predictor Variables; Quality of Working Life; Statistical Analysis; Stress Variables; Tables (Data); Teacher Attitudes; Tenure + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Arbeitsqualität; Statistische Analyse; Tabelle; Lehrerverhalten; Amtszeit; Beschäftigungsdauer
Abstract	This study of faculty stress used data from the Higher Education Research Institute (HERI) survey administrated in the 1992-93 academic year. The total data set includes survey information from more than 43,000 faculty at nearly 300 higher education institutions in the United States. For this study, data for 29,064 full-time teaching faculty were used. Institutional characteristics, personal variables, professional status, and stress variables were analyzed. The dependent variable was the general stress level of faculty respondents. Respondents indicated the level of stress they experienced in the past two years. A regression analysis was used to determine the impact of institution size, control, selectivity and type on the reported faculty stress level. Several factors were found to be significant in predicting overall stress. After controlling for personal characteristics and stress attributed to work-related conditions, institutional variables did not appear to be significant predictors of faculty stress. Among professional status variables, only academic rank was identified as a significant predictor of general stress with higher rank predicting higher stress. Tables include profiles of respondents, independent variables, composition of occupational stress factors, mean level of stress by institutional characteristics, and results of regression analysis for variables predicting faculty stress. (Contains 17 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC