







































Communication, Society and Media 
ISSN 2576-5388 (Print) ISSN 2576-5396 (Online) 

Vol. 1, No. 1, 2018 
www.scholink.org/ojs/index.php/csm 

52 

Original Paper 

Health Implications of Work-Related Stress among Academic 

Staff of Tertiary Institutions in Katsina State 
Mustapha H. Kurfi1*, Abubakar I. Hassan2 & Justin N. Ezenkiri3 

1 Department of Sociology, Boston University, Massachusetts, U.S.A 
2 Department of Physical and Health Education, Bayero University, Kano, Nigeria 
3 School of Science, Isa Kaita College of Education, Dutsin-Ma, Katsina State, Nigeria 
* Mustapha H. Kurfi, Department of Sociology, Boston University, Massachusetts, U.S.A 

 

Received: May 1, 2018         Accepted: May 17, 2018        Online Published: May 25, 2018 

doi:10.22158/csm.v1n1p52                     URL: http://dx.doi.org/10.22158/csm.v1n1p52 

 

Abstract 

This study investigated the health implications of work-related stress among academic staff of tertiary 

institutions in Katsina State, Nigeria. This research adopts a descriptive survey design. The population 

of this study is 2,036 academic staff from thirteen institutions. A sample of 328 academic staff was 

drawn, using proportionate stratified sampling technique. A self-developed questionnaire (HIWRS-Q) 

with reliability of 0.75 was used. Chi-square and t-test were used to test the hypotheses at 0.05 level of 

significance. Findings of this study revealed that 105 (32%) of the respondents do not experienced 

health implications of work-related stress while, 223 (68%) of the respondents experienced health 

implications of work-related stress. Also, there is significant health implication of work-related stress 

among academic staff (P=0.001<0.05). There is significant difference in the health implication of 

work-related stress among academic staff based on institutional ownership (P=0.023<0.05). There is 

no significant difference in the work-related stress between male and female teaching staff 

(P=0.650>0.05). It is recommended among others that the State government should improve on the 

working environment and conditions of academic staff to be health-friendly, health enhancing 

conditions for achieving academic excellence, and sustainable productivity in the State. 

Keywords 

academic, health, implications, staff, stress, work 

 

 

 

 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
53 

Published by SCHOLINK INC. 

1. Introduction 

Stressful work related conditions are linked with many health implications among employees in 

developing countries such as Ghana, Nigeria, Tanzania (Harvey, 2009). In Nigeria, premature death 

among academic staff is at its peak. Such death rates are presumed to be as a result of health 

implications of work-related stress among workers, especially those in the academics (Benjamin, 2003). 

Similarly, findings of Hinneh, Kwaku and Gyaki (2014) revealed that academic staff of tertiary 

institutions are exposed to health implications, including anxiety and general ill-health resulting from 

their job. At this point, Egu, Ogbonna, Obike and Obiuto (2014), termed health implication to be health 

hazards such as high blood pressure, heart diseases, stoke, ulcer, body pain, persistent headache and 

illnesses that could come as a result of work-related stress. Health implications such as depression, 

anxiety, heart attack, eye problems, fear, headache, insomnia, miscarriages, asthma, obesity, chest pain, 

diabetes, and anger are common among workers due to occupational stress—which is work-related 

stress (Communications Workers of America, 2001; Shute, 2007).  

In addition, Lecturers are now battling with numerous health implications namely, ulcer, depressions, 

anger, high blood pressure, heart and eye problems owing to several work-related stressors commonly 

associated with faculty staff (Tarsi, Scheurs, & Van, 2001; Winefield & Jarret, 2001; Winter & Sarros, 

2002; Tytherleigh et al., 2005; Barkuizen & Rothmans, 2008). This is not surprising as the higher 

educational sector is now regarded as a working environment that has become increasingly more stress 

and psychologically demanding due to multiple triggers for stress-related illness (Kinman, 2001; 

Windfield & Jarret, 2001).  

In terms of comparison of occupational stress at workplaces, a study by the Communications Workers 

of America (2001) revealed that academic staff (lecturers) are exposed to physical illnesses such as 

asthma, obesity, headache and diabetes than any other groups. It further stated that job stress makes 

their body to break down and experience severe chest pains as they always read, write and type reading 

materials like lecture notes or research papers. Sonja et al. (2010) studied the health and wellbeing of 

staff members at a tertiary institution in New Zealand. The results revealed that relatively large 

numbers of the subjects were identified with hypertension (18.5%), stress symptoms (32.1%), job stress 

(36%) and emotional exhaustion (11.4%).  

In the same line of thought, the research of Gunduluru and Gunduluru (2013) whose study was on 

mental health status of degree-awarding college lecturers based on gender and teaching experience in 

Rayalaseema zone, Andhra Pradesh, India, found that there is significant increase in mental health 

problems such as depression among lecturers and students. This finding is not at variance with the 

finding of Shute (2007). Health implications are extremely hazardous in that they cause and lead to 

many health problems such as body pains, headache, ulcers, heart palpitation, stroke, heart attack 

including miscarriages in pregnant women (Ukwayi, Uko, & Udida, 2013). They further posited that 

several academic staff in Nigerian tertiary institutions (centers of interaction; workplace for desirable 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
54 

Published by SCHOLINK INC. 

changes) has been observed to report insomnia, fear, hypertension, headache, depressions, adjustment 

disorders (emotional stress) as a result of academic stress.  

The Centers for Disease Control and Prevention—CDC (1999) stated clearly that poor health and even 

injury persisted due to work-related stress among workers. In the same vein, Auerbach and Gramling 

(2009), added that studies conducted in countries around the world demonstrate that people can 

actually work themselves to death. Academic staff of tertiary institutions are not exempted from the 

result. For example, among the numerous problems confronting organization in Nigeria is the perceived 

poor health of some workers (Ajayi et al., 2011). In addition, researchers observed that academic staff 

in higher institutions in Katsina State are exposed to conditions that may lead to stressful condition. 

These include regular, sandwich and summer programmes they offer annually which tie the academic 

staff down. Many of the attractions and advantages such as light work-load, provision of office and 

residential accommodations in academic environment have been eroded over the past two decades and 

it comes as a surprise that higher education institutions are now commonly labelled as stress factory 

(Barkuizen & Rothmans, 2008). 

The National Commission for Colleges of Education (2012) stated in its guidelines that the ideal 

teacher-student ratio is 1:25. This ratio is no practice in tertiary institutions in Katsina State. Moreover, 

Bala (2013) observed that there is an excessive work-load and increasing hours of work arising from 

the dearth of teachers in the institution, making teacher-student ratio to stand at 1:500, causing most 

students to squat on bare floor or hang on windows during lectures. These circumstances compound 

stress on academic staff who are working in tertiary institutions in the State and as such, it may affect 

their health negatively. Higher institutions are now regarded as a working environment that has become 

increasingly more stressful and psychologically demanding due to multiple triggers for stress-related 

illness (Kinman, 2001; Windfield & Jarret, 2001).   

In Katsina State, academic staff in tertiary institutions are now subjected to stress such as meeting 

deadlines in submitting examination results, changes in methods and approaches of teaching, 

innovations such as introduction of computers, unbearable work-loads, campus militancy, 

accommodation problems, and many others. Poor ventilation from enclosed offices, lecture and 

examination halls, excessive paper-work of writing lecture notes, conference papers, and administrative 

duties of being an examination officer, head of department and level coordinator are some of the 

challenges faced by academic staff of tertiary institutions in Katsina State. These challenges may result 

to large number of health consequences that may affect them physically, socially and emotionally. It is 

against this background that this study was carried out in order to investigate the health implications of 

work-related stress among academic staff of tertiary institutions in Katsina State.  

 

 

 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
55 

Published by SCHOLINK INC. 

2. Research Questions 

The authors of this article set up the following research questions, whose answers are to be provided in 

the course of this study: 

1) Do academic staff experience health implications of work-related stress in tertiary institutions in 

Katsina State? 

2) Is there any significant difference in the health implications of work-related stress among academic 

staff of tertiary institutions in Katsina State based on institutional ownership?  

3) Will there be a difference in the health implication of work-related stress between male and female 

academic staff of tertiary institutions in the study area? 

 

3. Research Hypotheses 

In line with the above research questions, and based on the reviewed literature, the trio authors of this 

study came up with the following research hypotheses that will be tested to be refuted or not by this 

research findings:  

H01: There is no significant health implication of work-related stress among academic staff of tertiary 

institutions in Katsina State.  

H02: There is no significant difference in the health implications of work-related stress among academic 

staff based on institutional ownership in Katsina State.  

H03: There is no significant difference in the health implication of work-related stress between male and 

female academic staff of tertiary institutions in Katsina State. 

 

4. Methods 

This research adopted a descriptive survey design to investigate the health implications of work-related 

stress among academic staff of tertiary institutions in Katsina State, Nigeria. Below are the details for 

the methods that the authors used: 

4.1 Source of Data and Research Design 

To establish health implications of work-related stress among academic staff experiences in tertiary 

institutions in Katsina State, primary data were generated using questionnaire (Blaikie, 2010). The data 

were sourced from semi-natural social setting and descriptive survey research design was used.  

4.2 Population and Sample 

The population of this study is 2,036 which consisted of all academic staff from thirteen existing 

tertiary institutions in Katsina State as at 11th March, 2015. The target population was one thousand, 

six hundred and thirty nine (1,639) from five government owned tertiary institution. A sample of 328 

academic staff was drawn using proportionate stratified sampling technique at 20% from each tertiary 

institution in the state. Self-developed questionnaire named Health Implications of Work-Related Stress 

Questionnaire (HIWRS-Q) of five points Likert scale was used as instrument for data collection.  



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
56 

Published by SCHOLINK INC. 

4.3 Instrument for Data Collection 

There are 17 items on the questionnaire that assessed health implications of work-related stress. The 

least score is 17; the highest score is 85 while the midpoint is 34. Therefore, scores between 17 and 34 

are regarded as health implications work-related stress while, scores within 35-85 are regarded as no 

health implication of work-related stress. The questionnaire was validated by three experts in health 

education and two sociology. A reliability index of 0.75 was obtained. Five lecturers, one from each 

sampled institutions served as research assistants. Out of three hundred and fifty questionnaire copies 

administered, three hundred and twenty eight were duly filled and returned. 

4.4 Data Analysis 

Chi-square and independent sample t-test were used to test the hypotheses at 0.05 level of significance, 

using Statistical Package of the Social Sciences (SPSS) version 20.0. 

 

5. Research Findings  

Many studies reveal that academic employees, especially those in tertiary institutions find their work 

stressful. Importantly, these studies are not peculiar to some parts of the world—developed or the 

developing nations (Coetzee & Rothmann, 2005; Kinman, 2016; Tytherleigh et al., 2005; Winefield et 

al., 2008; Catano et al., 2010). Many factors are responsible for the work-related stress among the 

academics in tertiary institutions, including but not limited to increased demands in experience, limited 

resources, autonomy or lack of it, inadequate support and often lack of role clarity. Equally, the 

“massification” of higher education (Kinman, 2016, p. 504), a combination of various cultural, social, 

and educational background, and more stringent requirement for publications, as well as more 

“judgmental” performance management systems (Yusoff & Khan, 2013).  

These studies are important, and have shed some light on the magnitude of the problem at macro-level 

analysis. But none of the studies was conducted in Nigeria, and particularly in Northern Nigerian 

tertiary institutions—a region that was nearly a century late in establishing Western schools, thereby 

leaving a majority of the people at a great disadvantaged position. This led to the region to be tagged as 

Educationally Less Developed Areas (ELDS) vis-à-vis their Western and Eastern counterparts (Maikudi, 

2013). The results of this research will therefore address this gap. In so doing, the formulated 

hypotheses will be discussed as follows:  

H01: There is no significant health implication of work-related stress among academic staff of tertiary 

institutions in Katsina State. 

 

 

 

 

 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
57 

Published by SCHOLINK INC. 

Table 1. Chi-Square Summary of Health Implications of Work-Related Stress among Academic 

Staff of Tertiary Institutions in Katsina State 

Health 

implications 

Observed 

Frequency 

Expected 

Frequency 
 df Sig. 

Not Experience 105 (32%) 164.0       42.451 1 .001 

Experience 223 (68%) 164.0    

Total 328 328.0    

χ2
critical=3.841, df:1, P<0.05. 

 

Table 1 above shows that 105 (32%) academic staff do not experience health implications of 

work-related stress in tertiary institutions in Katsina State, while 223 (68%) experienced health 

implications of work-related stress. Hence, majority of academic staff in tertiary institutions in Katsina 

State experienced health implications of work-related stress due to exposure to work difficulties such as 

marking huge scripts of students in a limited time, meeting deadlines in submitting official documents, 

in adequate power supply and inadequate of other related facilities. The null hypothesis which stated 

that there is no significant health implication of work-related stress among academic staff of tertiary 

institutions in Katsina State is rejected (χ2
tab=3.841, df:1, P<0.05). Hence, there is significant health 

implication of work-related stress on academic staff of tertiary institutions in Katsina State.  

H02: There is no significant difference in the health implications of work-related stress among academic 

staff based on institutional ownership in Katsina State.  

 

Table 2. T-Test Summary on Difference in the Health Implications of Work-Related Stress among 

Academic Staff based on Institutional Ownership in Katsina State 

Institutional ownership N Mean Std. 

deviation 

Std. 

error  

t df P-value 

State tertiary institution 192 1.73 .446 .032 2.285 326 .023 

 

Federal  tertiary institution 

 

136 

 

1.61 

 

.489 

 

.042 

   

Total 328       

tcritical= 1.9719, df:326, P0.05. 

 

Table 2 shows that the mean value for State owned tertiary institution was greater than federal owned 

tertiary institutions (1.73>1.61). This means that academic staff from sate own tertiary institution in 

Katsina State are experiencing more health implications of work related stress than those in Federal 

institutions. It also showed that the null hypothesis which stated that there is no significant difference in 

the health implications of work-related stress on academic staff based on institutional ownership in 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
58 

Published by SCHOLINK INC. 

Katsina State is rejected (ttab=1.9719, df:326, P<0.05). Hence, there is significant difference in the 

health implications of work-related stress on academic staff based on institutional ownership in Katsina 

State.  

H03: There is no significant difference in the work-related stress between male and female teaching staff 

of tertiary institutions in Katsina State. 

 

Table 3. Summary of T-Test on Health Implications of Work-Related Stress between Male and 

Female Academic Staff of Tertiary Institutions in Katsina State 

Gender  N Mean Std. deviation Std. 

error  

t df P-value 

 Male 261 1.69 .465 .029 .454 326 .650 

 Female 67 1.66 .478 .058    

Total 328       

tcritical=1.9719 at df=326, P>0.05. 

 

Table 3 reveals that male teaching staff had mean value which was relatively greater than female 

teaching staff mean value (1.69 1.66). This means that male academic staff in tertiary institution in 

Katsina State are experiencing more health implications of work related stress than their female 

counterparts. The table also shows that the null hypothesis which stated that there is no significant 

difference in the work-related stress between male and female teaching staff of tertiary institutions in 

Katsina State is accepted (tcritical=1.9719 at df=326, P>0.05). Hence, there is no significant difference in 

the work-related stress between male and female teaching staff of tertiary institutions in Katsina State. 

 

6. Discussions 

The finding of this study shows that there is significant health implication of work-related stress among 

academic staff of tertiary institutions such as headache, insomnia, depression and many others owing to 

work-related stress. The result is in line with finding of Nnabuife, Onyeizugbe, and Onwuka (2012) 

who revealed in their study of stress management and occupational performance among female 

lecturers in Nigeria, that there was significant health implication of occupational stress on teaching staff 

of tertiary institutions. It is also congruent with the work Ukwayi, Uko and Udida (2013) whose study 

was on a critical analysis of career stress among academic staff of tertiary institutions in Cross-River 

State, Nigeria, which revealed that there was significant health problem of job stress on academic staff 

of tertiary institutions in the State. It is also consistent with Egu et al. (2014), who carried out a study 

on managing stress among lecturers in Polytechnics in South-Eastern Nigeria, and their finding 

revealed that academic staff suffered high blood pressures, as well as stroke. In the same vein, Claire 

and Lucy (2014) who studied Dark Thoughts: mental illness in the academia found that academic staff 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
59 

Published by SCHOLINK INC. 

battled with mental health problems, stroke and breakdown as a result of their jobs.  

The results of this study also agreed with Atsua (2014), who carried out a research on consequences of 

occupational stress among academic staff of university of Maiduguri, Borno State, Nigeria. It found out 

that there were reasonable health implications of job stress on academic staff of the institution such as 

headache (migraine), sleep disorders, back and neck pains, constant muscle tension, weight loss or gain, 

physical fatigue, lower immunity to colds and viruses, hypertension and heart problems. These health 

implications on academic staff may be due to excessive work-loads, poor and unhealthy working 

environment and conditions which academic staff of tertiary institutions are subjected to throughout 

their duration in the service. This is so because ordinarily, academic work and its environment required 

high precision, speed and accuracy. Thus, in an attempt to maintain an optimal level on these 

characteristics, the body system loses normal homeostasis (equilibrium) for good health. Secondly, it 

could be attributed to the fact that majority of the respondents are likely to work throughout their life 

without a leave. This is because the institutions run various programmes at different time of the year 

such as the regular programmes, sand-witch programmes, summer semesters and many others. 

Furthermore, the result reveals that there is significant difference in the health implications of 

work-related stress among academic staff of tertiary institutions based on institutional ownership. The 

result has a strong relationship with the finding of Oghenetega (2014), whose studied comparative job 

stress among teaching staff of Library and Information Science Department, University of Ibadan, 

which revealed that there is significant difference in the health implications of job stress among the 

Federal, State and Privately owned tertiary institutions. Based on the finding of this study, Federal 

owned institutions have more strict standards or policies, enabling working environments and 

conditions than State owned institutions.  

The finding also reveals that there is no significant difference in the health implication of work-related 

stress between male and female academic staff of tertiary institutions. This result is consistent with this 

result of Archibong, Bassey and Effiom (2010), which indicated that there is no significant difference 

in the health problem of occupational stress between male and female academic staff in Cross-River 

University of Technology. The result of this study also corresponded with the finding of Purvanova and 

Muros (2010), who studied gender differences in burnout: a meta-analysis, which revealed that male 

and female (teaching employees) experience equal health implications of job stress in higher 

institutions. Also, the finding of Omoniyi and Ogunsanmi (2012), who studied stress among academic 

staff in South-West, Nigeria, revealed that hazards of work-related stress between male and female 

lecturers in South-West, Nigeria did not have significant difference is also consisted with the finding of 

this study. The finding follows after the finding of Adebiyi (2013), whose study on occupational stress 

among academic staff of Ekiti State, University, Ado-Ekiti, Nigeria, showed that there is no significant 

difference in the health problems of job stress between male and female academic staff in Ekiti State 

University.  



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
60 

Published by SCHOLINK INC. 

Although, the finding of Adeoye (2002), who studied correlates of job stress among female academics 

at the University of Ilorin, is not in line with this finding. It shows that there is significant difference in 

the health implications of job stress between male and female university academic staff. This research 

suggests that the equality found in this result based on gender can be explained based on the tertiary 

institution’s ability to employ young female staff with a zeal to deliver and make changes in the present 

generation. Additionally, the subjects opined that both sexes are exposed to the same working 

environment and conditions despite their gender differences. 

 

7. Conclusions 

Based on the results of this study, the authors of this article reached the following conclusions: 

1) Academic staff of tertiary institutions in Katsina State generally are exposed to health implications of 

work-related stress due to the nature of their job. The tertiary institutions run both regular and irregular 

academic programmes yearly—none stop, which further complicates the condition. 

2) Academic staff of State owned tertiary institutions in Katsina State are more exposed to health 

implications than those from federal owned tertiary institutions. This can be attributed to a number of 

reasons, including bettering working atmosphere and conducive working conditions found in the 

federal- and private-owned tertiary institutions compared to the State-owned tertiary institutions in the 

study area.  

3) Both male and female academic staff of tertiary institutions in Katsina State experience the same 

health implications of work-related stress irrespective of their gender. Further research that will focus 

on closely examining work-related stress factors and gender may reveal different results. But only such 

research  

 

8. Policy Recommendations 

Based on the findings of this study, the authors of this article offer the following recommendations with 

a view to ameliorate or address the conditions of work-related stress among academic staff of tertiary 

institutions in Katsina State: 

1) Academic unions such as Academic Staff Union of Universities (ASUU), Academic Staff Union of 

Polytechnics (ASUP) and Colleges of Education Academic Staff Union (COEASU), National 

University Commission (NUC) and National Commission for Colleges of Education (NCCE) should 

collaborate to carry out supervision from time-to-time in tertiary institutions so as to evaluate the 

standards guiding tertiary institutions in Katsina State and the country at large. 

2) For better outcomes, it is necessary for the state government to improve on the working environment 

and conditions of academic staff to be health-friendly and health-enhancing conditions for achieving 

academic excellence and productivity in the State. This policy recommendation is not limited to the 

state-owned institutions of higher learning but could be extended to the federal and private institutions. 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
61 

Published by SCHOLINK INC. 

3) Academic staff of tertiary institutions in Katsina State should exert their agency by remaining 

steadfast on pursuing their rights and advancing their welfare. This can be achieved through concerted 

efforts and collectively bargaining as members of academic staff union. More so, the union leaders 

should refrain from engaging in dirty politics that would disunite the leadership and give room for their 

continuous exploitation by the institution authorities. In addition, the academic staff union leadership 

may consult, network, and collaborate with their federal and private counterparts to identify areas of 

needs and possible intervention. 

4) Although, findings of this research do not find any significant difference between male and female 

academic staff in terms of work-related stress, it is highly recommended that health-oriented 

preferential treatment be given to female academic staff of tertiary institutions in Katsina State. These 

may include maternity leave and adoption of Baby-Friendly Breastfeeding Centers for pregnant staff, 

nursing mothers, and their babies’ healthy living. 

 

References 

Adebiyi, D. R. (2013). Occupational Stress among Academic Staff of Ekiti State University, Ado-Ekiti, 

Nigeria. European Scientific Journal, 9(4), 202-208. 

Adeoye, E. A. (2002). Correlates of Job Stress among Female Academics at the University of Ilorin. 

The Nigerian Journal for Guidance and Counseling, 4(2), 126-139. 

Ajayi, I. A., Awosusi, O. O., Arogundade, B. B., & Ekundayo, H. T. (2011). Work Environment as 

Correlate of Academic Staff job Performance in South West Nigerian Universities. European 

Journal of Education Studies, 3(1), 1-9. 

Archibong, I. A., Bassey, A. O., & Effiom, D. O. (2010). Occupational Stress Sources among 

University Academic Staff. European Journal of Educational Studies, 2(3), 166-178. 

Atsua, G. (2014). Sources, Consequences and Moderators of Occupational Stress among  University 

Academic Staff: A Case Study of University of Maiduguri, Borno State. Retrieved July 29th, 2015, 

from http://www.academia.edu 

Auerbach, S., & Grambling, S. E. (2009). Stress (Psychology). Remond, W. A.: Microsoft Corporation.  

Bala, M. I. (2013). Katsina College Lost Forty—Nine Lecturers in Twelve Months. Retrieved 

November 26th, 2014, from http://www.dailyindependentnig.com 

Barkuzien, N. S., & Rothmans, S. (2008). Occupational Stress of Academics in South Africa Higher 

Education Institutes. In Work-well: Research Unit for People, Policy and Performance. 

North-West University, Patchestroom Campus, South Africa. Retrieved December 26th, 2014, 

from http://www.mcser.org 

Benjamin, B. I. (2003). Psychology: An introduction (8th ed.). Boston: McGraw-Hill.  

Blaikie, N. (2010). Designing Social Research: The logic of anticipation (2nd ed.). USA: Polity Press 

Inc. 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
62 

Published by SCHOLINK INC. 

Catano, V. M., Francis, L., Haines, T., Kirpalani, H., Shannon, H., Stringer, B., & Lozanski, L. (2010). 

Occupational Stress in Canadian Universities: A National Survey. International Journal of Stress 

Management, 17, 232-258. https://doi.org/10.1037/a0018582 

Claire, S., & Lucy, W. (2014). Dark Thoughts: Mental illness in academia. Retrieved July 29th, 2015, 

from http://www.theguardian.com 

Coetzee, S. E., & Rothmann, S. (2005). Occupational Stress in a Higher Education Institution in South 

Africa. South African Journal of Industrial Psychology, 31, 47-54. 

https://doi.org/10.4102/sajip.v31i1.179 

Communications Workers of America. (2001). Occupational Stress and the Workplace. 

Egu, H. N., Ogbonna, E. N., Obike, N. C., & Obiuto, C. C. (2014). Managing Stress among Lecturers 

in Polytechnics of South Eastern Nigeria. Mediterranean Journal of Social Sciences, 5(6), 

333-338. https://doi.org/10.5901/mjss.2014.v5n6p333 

Gunduluru, T. V., & Gunduluru, S. (2013). Mental Health Status of Degree College Lecturers Based on 

Gender and Teaching Experience in Rayalaseema Zone, Andhra Pradesh, India. Indian Journal of 

Applied Research, 3(6), 286-287. 

Harvey, B. S. (2009). “Can Work Kill?” Microsoft® Encarta (DVD). Remond, W. A: Microsoft 

Corporation. 

Hinneh, K., Kwaku, D. M., & Gyaki, E. (2014). Work-Related Stress among the Academic Staff of the 

University Of Education, Winneba Campus, Ghana. Journal of Education and Practice, 5(13), 

15-23. 

Kinman, G. (2001). Pressure Points: A Review of Research on Stressors and Strains in UK Academics. 

Journal of Educational Psychology, 21(3), 473-492. https://doi.org/10.1080/01443410120090849 

Kinman, G. (2016). Effort-Reward Imbalance and Over commitment in UK Academics: Implications 

for Mental Health, Satisfaction and Retention. Journal of Higher Education Policy and 

Management, 38(5), 504-518. https://doi.org/10.1080/1360080X.2016.1181884 

Maikudi, A. S. (2013). Gender Issues in Technical Education Policy: A study of Kaduna Polytechnic, 

1996-2006. Germany: Dudweiler, Landstr. 

Nnabuife, E., Onyeizugbe, C., & Onwuka, E. M. (2012). Stress Management and Occupational 

Performance among Female Lecturers in Nigeria. African Journal of Social Sciences, 2(3), 

166-174. 

Oghenetega, L. U. (2014). Comparative Study of Job Stress among Teaching Staff of Library and 

Information Science Department, University of Ibadan. Journal of Education and Practice, 3(1), 

228-312. 

Omoniyi, M. B. I., & Ogunsami, J. O. (2012). Stress among Academic Staff in South West Nigeria. The 

African Symposium: An Online Journal of the African Educational Research Network, 12(1), 

126-132. 



www.scholink.org/ojs/index.php/csm               Communication, Society and Media                Vol. 1, No. 1, 2018 

 
63 

Published by SCHOLINK INC. 

Purvanova, R. K., & Muros, J. P. (2010). Gender Differences in Burnout: A Meta-analysis. Journal of 

Vocational Behaviour, 77(2), 168-185. https://doi.org/10.1016/j.jvb.2010.04.006 

Shute, N. (2007). Mental Health Problems Common on College Campuses. Retrieved December 7, 

2015, from http://www.iiste.org 

Sonja, D., Lukas, I. D., & Dean, M. R. (2010). The Health and Wellbeing of Staff Members at Tertiary 

Institution in New Zealand. Journal of Research, 5(1), 45-53. 

Sujit, K. B. (2014). Development of a Conceptual Framework Regarding the Factors Affecting 

Academic in Higher Education’s Job Dissatisfaction. Mediterranean Journal of Social Sciences, 

5(23), 104-108. 

Tarsi, T. W., Schreurs, P. J., & Van Iersel-Van Silfhout, I. J. (2001). Job Stress, Job Strain, and 

Psychological Withdrawal among Dutch University Staff: Towards a Dual-process Model for the 

Effects of Occupational Stress. Journal of Work and Stress, 15(4), 283-296. 

https://doi.org/10.1080/02678370110084049 

The Centers for Disease Control and Prevention. (1999). Stress at Work. Retrieved October 22nd, 2014, 

from http://www.cdc.gov  

The National Commission for Colleges of Education. (2012). School Ratio. Retrieved December 26, 

2014, from http://www.iiste.org 

Tytherleigh, M. Y., Webb, C., Cooper. C. L., & Ricketts, C. (2005). Occupational Stress in UK Higher 

Education Institutions: A Comparative Study of All Staff Categories. Journal of Higher Education 

Research and Development, 24(1), 41-61. https://doi.org/10.1080/0729436052000318569 

Ukwayi, J. K., Uko, E. S., & Udida L. A. (2013). A Critical Analysis of Career Stress among Academic 

Staff of Tertiary Institutions in Cross-River State. Journal of Educational and Social Research, 

3(2), 115-124. https://doi.org/10.5901/jesr.2013.v3n2p15 

Winefield, A. H., & Jarrett, R. (2001). Occupational Stress in University Staff. International Journal of 

Stress Management, 8(4), 285-298. https://doi.org/10.1023/A:1017513615819 

Winter. R., & Sarros, J. (2002). The Academic Work Environment in Australian Universities: a 

 Motivating Place to Work? Higher Education Research and Development, 21(3), 241-258. 

https://doi.org/10.1080/0729436022000020751 

Yusoff, R. M., & Khan, F. (2013). Stress and Burnout in the Higher Education Sector in Pakistan: A 

systematic review of literature. Research Journal of Recent Sciences, 2, 90-98. 


	doi:10.22158/csm.v1n1p52                     URL: http://dx.doi.org/10.22158/csm.v1n1p52

