Prevalence and correlates of psychological stress among teachers at a national key comprehensive university in China

ABSTRACT

The present study investigated the levels of stress and associated factors in university teachers to provide a foundation for exploring strategies for preventing teacher stress. We conducted a cross-sectional survey using a composite questionnaire with the 10-item Kessler Psychological Distress Scale (K10) as the core at a comprehensive university located in northeast China. The number of effective respondents was 603. The average K10 score was 22.87 ± 8.18, and the positive rate (K10 > 21) was 54.06%. University teachers generally experienced high stress levels. The highest stress levels were observed in teachers whose academic title was lecturer or associate professor, according to a comprehensive consideration of several factors, including age, income, and teaching tenure. Teachers of engineering and agriculture and forestry have lower stress levels than teachers of other subjects. A lack of research funding and lack of routine rest on the weekends or on statutory holidays may increase teachers’ stress, whereas regular exercise may reduce stress. Academic title promotion, scientific research pressure, and lack of routine breaks and physical exercise were the main sources of stress.

KEYWORDS:

• Psychological stress
• organizational environment
• university teachers
• higher education
• influencing factors
• Kessler Psychological Distress Scale (K10)

Acknowledgments

The authors express their sincere appreciation of all teachers who answered the questionnaire and the administrators and colleagues who provided support and help for the survey.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study was sponsored by the Basic Scientific Research Project of Jilin University. The project number is 2012QY044.