A study of organisational role stress in relation to job burnout among university teachers

Abstract

The present study investigates the relationships between organizational role stress and job burnout among university teachers. The sample consisted of (N=300) university teachers, which has been classified into three groups of 100 each. The results of the study indicate that organizational role stress is highly correlated with job burnout among all the three groups of teachers (Lecturers, Readers and Professors). Lecturers have higher level of role stress as compared to other two counterparts and are found to be significantly different from Readers and professors on demographic variables and their level of role stress and emotional exhaustion. Readers are found to be significantly different on Role Erosion, Role Overload, Self-Role Distance, Resource Inadequacy and Total ORS from the Professors but not found to be significantly different on the level of job burnout. Professors are found to have least amount of the level of stress and burnout as compared to Readers and Lecturers. Stepwise multiple regression analyses suggested that Total ORS, Role Erosion, Role Overload, Resource Inadequacy, Role Isolation, and Role Ambiguity are common Significant predictors of job burnout among all these three groups.