Workplace Conditions, Patterns of Occupational Stress and Anxiety among Academic Staff in Selected Universities in Cross River State, Nigeria
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Abstract
This study examined workplace determinants, patterns of occupational stress and anxiety among academic staff of selected universities in Cross River State, Nigeria. The study adopted a cross-sectional descriptive survey design. The study population comprised 2,979 academic staff from the University of Calabar (UNICAL), University of Cross River State (UNICROSS), and University of Education and Entrepreneurship (UEE), from which 354 respondents were selected using multistage sampling and proportionate allocation. The study collected data using a structured questionnaire measuring teaching workload and academic work demands, research- and career-related pressures, institutional working conditions and organizational support, and stress- and anxiety-related experiences. Data were analysed using frequencies, percentages and inferential statistics, with the chi-square test used to examine institutional differences in selected workplace and stress indicators. Findings showed that 58.2% of respondents worked more than 15 teaching/contact hours weekly, while 81.9% taught at least three courses per semester and 34.7% taught or supervised more than 20 students. Furthermore, 77.7% had produced at least two publications within two years, whereas 61.9% had received no research funding. Internet or digital-service interruptions occurred on six or more days monthly among 43.8% of respondents. Regarding stress manifestations, 50.0% experienced work-related worry on at least eight days during the preceding four weeks, while 40.7% experienced difficulty concentrating on at least eight days. Chi-square results showed no significant institutional differences in internet/digital-service interruptions, χ²(6) = 0.131, p = .999, or work-related worry, χ²(6) = 0.061, p = 1.000. The null hypothesis was therefore not rejected. The findings indicate that occupational stress-related experiences were widespread and broadly similar across the participating universities.
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References
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