Perceived and reported occupational stressors and coping strategies of selected community college business faculty members in Texas

Abstract

Two primary purposes of this study were to explore and to identify the sources of occupational stressors and coping strategies perceived and reported by selected Texas community college faculty members and to generate current demographics about these faculty members that would be useful in understanding such stress. Another purpose of this study was to measure and to compare for possible relationships among stressors, coping strategies, and selected demographic characteristics. Participants who received a three-part survey questionnaire consisted of 90 community college faculty members who were members of either Texas Business and Technology Educators Association or the Accounting Section of the Texas Community College Teachers Association. Each participant was sent a survey questionnaire consisting of three sections. Sections I and II were used to gather data pertaining to the sources of occupational stressors and the coping strategies used by the participants. Section III was designed to request information concerning personal and professional demographic characteristics of each research participant. An analysis of the data was completed on all three sections. The major findings for the study indicated the following: 1. Community business teachers experienced high levels of stress from issues involving reward and recognition, time constraints, college/departmental influence, professional identity, and student interaction. 2. Community college business faculty members responded by identifying additional stressors, such as teaching inadequately prepared students to experiencing too heavy a teaching load. To relieve these stressors, these faculty members use coping strategies, such as talking to other persons about problems to experiencing nature. Based on the findings of this study, this researcher's recommendations include the following: 1. Community college districts should provide stress management training to their faculty, especially the new faculty, along with some clerical assistance for all faculty members, especially during the beginning and ending of a semester. 2. Community college administrators should encourage the establishment of wellness programs. 3. Community college faculty members should be encouraged to develop and to utilize effective coping strategies to reduce the negative effects of their stress.