Difficulties Faced by Higher Education Faculties During Covid-19 Leading To Stress Which Acts As An Inhibitor in Value Addition

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International Research Journal of Modernization in Engineering Technology and Science

( Peer-Reviewed, Open Access, Fully Refereed International Journal )
Volume:03/Issue:09/September-2021 Impact Factor- 6.752 www.irjmets.com
DIFFICULTIES FACED BY HIGHER EDUCATION FACULTIES DURING

COVID-19 LEADING TO STRESS WHICH ACTS AS AN INHIBITOR
IN VALUE ADDITION
Atmika Patnaik*1, Anish Patnaik*2
*1BA. LLB., O.P Jindal Global University, Sonepat, India.
*2Anish Patnaik, Institute of Chartered Accountants of India (ICAI), Bhubaneswar, India.
ABSTRACT
The present paper is an initiative to understand the intricacies of stress and its impact on faculty members
working in education sector in the new normal and the impact of this on the life of the faculty members in
general and to cite suggestions as per the research outcome. This work is mix of secondary and primary source.
For this the responses were collected from the capital region of Odisha. Total 184 responses were collected and
the data has been collected through purposive and snow ball sampling. The responses so received were used
for Chi-square testing and three hypotheses were analyzed, whereas the second phase of analysis was carried
out under perception score method with 5 point scale for professors at all the levels.
It was found that the Organizational stress & COVID-19 stress having a dominant role on the impact of
performance of professors at all levels. COVID-19 stressors have put more impact on Assistant Professors,
Associate Professors and Professors performance than the organizational stressors in this study. Research and
publication seems to be the common stress for professors at all levels. Loss of family members due to pandemic
and reduction of salary are the common contributors of stress under COVID-19.
Keywords: Organizational Stress, COVID-19 Stress, Faculties, Higher Education Institutes, Private Education
Institutes, Working Environment.
I. INTRODUCTION
A person experiences stress when he/she is unable to bear or cope with pressures which are beyond the
control of humans. It is a silent killer. In recent times stress has been identified as a potential inhibitor in the
teaching profession. This impacts the efficacy and efficiency of the faculties. A person who is dissatisfied will
eventually develop a negative mind set and this will reflect in his performance. In the early days the teaching
profession was treated as royal and a noble profession but the intricacies and expectations changed so also the
stress level. In recent times various researchers found that the faculties in private higher education institutions
are experiencing more stress in comparison to faculties working in the government organizations (Shabna et al,
2017).
Recently COVID- 19 has changed the working scenario and has impacted the human life in many subtle ways.
Our approach towards life also has been impacted upon as we had to adopt this new normal. This also had its
impact on the teaching fraternity along with others. The approach of the teaching fraternity has also undergone
a sea change from traditional to digital mode, mostly in case of private higher education institutes. As a result
the stress level of the faculty has gone up which has its repercussion in their performance. The situation was
very volatile and there was no time for understanding what was happening and the faculties were forced to
adopt the new normal within no time. This led to the development of the present paper to understand the
various stress levels experienced by the faculty members of higher education institutes. The stress is something
intangible but its effects are tangible in the life of human being. With the changing scenario the role of faculties
is no more restricted to core teaching like that of traditional government faculties but they are expected to play
an important role for the extended administrative, research and publication etc hence making it a 24/7 job.
(Gupta et al, 2015). Responsibilities of academician multiplied many fold in addition to core teaching activities.
(Abbas et al, 2012). Earlier teaching profession was considered as stress free profession by non academic
members (Fischer, 1994). However some recent findings concluded that the teaching profession is most
stressful (Iqbal et al, 2011). Since last 20 years due to the changing academic expectation and competition
among higher education institutions for ranking purpose the stress level of faculties are also considerably
affected.( Robins et al, 2009). In recent times immense growth has being observed in private and public domain
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especially in the developing countries which lead to deterioration in the stress level of the faculties (Rajeswari,
2010). The seriousness of stress being found by almost all the empirical studies ( Philips et al, 1980). The stress
level of non teaching staff is less than the teaching staff whereas the new educational institutes’ faculty faces
more challenge in managing stress than older institutes. (Winefiled et al, 2003). The major factors of turnover
in case of faculties were stress at work places, health issues and inability to manage work with the changing
scenario ( Blix et al, 1994).
At present all most all educational institutes have set up new goals for competing with each other for survival
and that puts an additional pressure on the faculties. This leads to increase in the stress level of the university
academic staff and this in turn affects their job satisfaction, organizational citizenship behavior which in turn
has its repercussion on the physical and mental health of the academic staff (Ahsan et al, 2009).
The opening of foreign educational institutes in India has put an additional pressure on the faculties for
competing with them and this in turn negatively affects the performance for some and leads to stress while
some are able to produce best out of this additional pressure( Kavitha, 2012). Education profession includes
working environment, age factor and job security besides paid leave, role conflicts and adoption of new
technological changes (Pandey et al, 2015).
II. REVIEW OF LITERATURE
(Singh et al, 2007), female faculty face more stress than their male counterparts. The efficiency of faculty is
greatly affected due to stress. So it is very much important to help the faculty members to reduce the same so
the efficiency level can be maintained (Nayak, 2008). Faculty members are not satisfied due to too much stress
(Neemaet al, 2010). Junior faculties face more stress as compared to senior faculties (Dhrub et al, 2011).
Faculty find difficulty to manage stress from personal front and professional front (Kumar, 2011). Timely
workshops and training for the faculty will help the faculty to reduce the stress level (Agarwal, 2012). The
major causes of stress are internal and external factors (Raj et al, 2012). The stress levels are different for male
and female faculty members due to different work life balance issues (Singh et al, 2009). Majority of faculties
having more workload as compared to other faculties and there is much pressure to take the additional
responsibilities (Venkatesh, 2012).
Relationships with colleagues contribute to stress. Especially female colleagues (Stoica, 2010); Relationship
with immediate boss and management (Garg, 2010). Working environment determinants leads to the stress in
the organization (Maheshpriya et al, 2013), Extended administration work along with teaching assignments
(Hsiehet al, 2004), Work from home conflicts (Singh et al, 2009).
Stress may be due to psychological factors, environmental factors, organizational factors and interpersonal
factors (Pabla et al, 2012). Place of the work, designation, work load and working hour of a faculty plays an
important role for stress (Senthali, 2013). Behavioral aspect and psychological effect of co- employees leads to
stress (Suganthi, 2013). Most of the times stress are due to multiple roles and multiple bosses of faculty
members in private educational institutes. (Prema et al, 2014). Male faculties having more stress as compared
to female faculties (Tandon, 2014). Stress creates frustration, anxiety and prolonged illness among the faculties
(Sharma et al, 2015). Poor performance of the mentees or students puts additional pressure on faculties (Devi
et al, 2016).
III. OBJECTIVES
● To identify various factors that contributes to stress among faculties in COVID-19
● To study the opinion of the faculties at various levels for stress related issues.
● To suggest measures as per research findings.
IV. SCOPE/LIMITATIONS
● The paper exclusively focuses on the faculties (limitation by profession)
● The study will be restricted to faculties in Odisha (limitation by geography)
● The respondents include faculty working in private academic institutions (limitation by type of institution)
● The participants includes Assistant, Associate Professors and Professors (limitation by designation)
● The paper tries to address the various stress levels experienced by the faculty members of various cadres
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and does not deal with other issues related to policy matters of higher education institutions. (limitation by
content coverage)
V. METHODOLOGY
Questionnaires designed and were distributed for the collection of desired data. Sample collected from 184
respondents and includes all level of professors. It includes 96 Assistant Professors, 55 Associate Professors
and rest is Professors rank. For this purpose 273 questionnaires were distributed. The sample method is
cluster and snowball sampling. In this regard 11 focus group discussion conducted for taking the views of the
faculties in over virtual mode. Most of the COVID-19 stressors identified from the focus group discussion. In this
regard 6 focus group discussions were focused on COVID-19 stressors and remaining 5 were focused on job
organizational related stresses. Each focus group consists of 6 members including 2 Associate Professors, 2
Assistant Professors and 2 Professors. This was carried out over a period of 2 months i.e. January and February
2021. In aggregate 16 variables were identified. This is classified into broad parameters. They are
organizational stress and COVID-19 stress. Organizational stressors includes stress due to teaching relationship
with students, relationship with colleagues, relationship with immediate boss and management, teaching task,
extended administration work along with teaching assignments, work from home conflicts, working
environment, research and publications. Similarly the variables related to COVID-19 stressors are losing job,
reduction of salary, social distancing and isolation of family members, difficult in meeting existing financial
obligations, difficult in accessing medical facilities, loss of family members due to Covid-19, behavior of friends
and neighbors, and feedback of students for online classes. All the data collected has being processed through
SPSS and after getting chi-square results , based on that the variables were again put under 5 point likert type
scale as per perception score method for getting the opinion of faculty members at various levels .
VI. HYPOTHESIS
H1: There is a significant association that exists between the organizational stress & COVID-19 stress in the
performance of Assistant Professors.
performance of Associate Professors.
performance of Professors.
VII. ANALYSIS OF DATA
performance of Assistant Professors.
Table-I: Chi-Square test result of Assistant Professors
Descriptive Statistics
N Minimum Maximum Mean

Organizational Stressors 8 216.00 580.00 372.62
Covid-19 Stressors 8 386.00 456.00 435.50
Valid N (list wise) 8
Chi-Square Tests
Asymptotic Significance (2-
Value df sided)
Pearson Chi-Square 42.000a 36 .227
Likelihood Ratio 27.726 36 .837

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Linear-by-Linear Association .306 1 .580
N of Valid Cases 8
a. 49 cells (100.0%) have expected count less than 5. The minimum expected count is .13.
Source: Author’s Calculation

In the Table-I It can be seen that the Pearson Chi-Sqaure value is .227. This is higher than the 0.05 level of
significance. Therefore, we are accepting the hypothesis H1 that both the variables Organizational stressors as
well as COVID-19 stressors are affecting the performance of Assistant Professors. Consequently, in descriptive
statistics it is found that the mean value of organizational stressors and COVID-19 stressors are 372.62 and
435.50. So, it is clear that COVID-19 stressors put more impact on Assistant Professors’ performance than the
Organizational stressors in this study.
B.H2: There is a significant association that exists between the organizational stress & COVID-19 stress in the
performance of Associate Professors.
Table-II: Chi-Square test result of Associate Professors

Covid-19 Stressors 8 201.00 246.00 230.25
Valid N (listwise) 8
Chi-Square Tests
Asymptotic Significance
Value df (2-sided)
Linear-by-Linear Association 2.025 1 .155
N of Valid Cases 8

In the Table-II It can be seen that the Pearson Chi-Sqaure value is .229. This is higher than the 0.05 level of
well as COVID-19 stressors are affecting the performance of Associate Professors. Consequently, in descriptive
statistics it is found that the mean value of organizational stressors and COVID-19 stressors are 181.62 and
230.25. So, it is clear that COVID-19 stressors put more impact on Associate Professors’ performance than the
Organizational stressors in this study.
performance of Professors.

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Table-III: Chi-Square test result of Professors
Covid-19 Stressors 8 140.00 153.00 146.75
Valid N (listwise) 8
Chi-Square Tests
Asymptotic Significance
Value df (2-sided)
Linear-by-Linear Association 3.310 1 .069
N of Valid Cases 8
In the Table-III: It can be seen that the Pearson Chi-Sqaure value is .243. This is higher than the 0.05 level of
well as COVID-19 stressors are affecting the performance of Professors. Consequently, in descriptive statistics it
is found that the mean value of organizational stressors and COVID-19 stressors are 143.12 and 146.75. So, it is
clear that COVID-19 stressors put more impact on Professors’ performance than the Organizational stressors in
this study.
Table-IV: Computation of Respondent’s opinion: Ideal score and least score
Category Equation Ideal score Equation Least score
Assistant 16 X5X96 7680 16X1X96 1536
Professors
Associate 16X5X55 4400 16X1X55 880
Professors
Professors 16X5X33 2640 16X1X33 528
Table-V: Findings of the study
Attributes Aggregate score
Assistant Associate Professors
Professors Professors
Organizational Stressors
Teaching relationship with students 434 216 134
Relationship with colleagues 346 201 127
Relationship with immediate boss and management 346 173 113
Teaching task 291 184 109
Extended administration work along with teaching 580 157 147
assignments
Work from home conflicts 216 124 142

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Working environment 378 188 224
Research and publications 390 210 149
COVID-19 Stressors
Losing job 386 201 144
Reduction of salary 438 235 149
Social distancing and isolation of family members 443 234 151
Difficult in meeting existing financial obligations 429 231 153
Difficult in accessing medical facilities 441 223 146
loss of family members due to COVID-19 448 246 149
Behavior of friends and neighbors 456 239 142
Feedback of students for online classes 443 233 140
Total score 6465 3295 2319
Ideal score 7680 4400 2640
% of total score to ideal score 84.17 74.88 87.84
Least score 1536 880 528
No of respondents 96 55 33
Source: Annexure A, B &C
Figure-1: Scores of Faculties

Source: Table-V

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Figure-2: Organizational stressors

Source: Table-V
Figure-3: COVID 19 stressors

Source: Table-V
VIII. AREAS FOR FUTURE STUDY
● A comparative study among faculty members of Private and Government higher education institutes for
decoding stress during COVID-19 can be undertaken.
● Study on administrative staff for decoding stress during COVID-19 can be undertaken.
● Management of stress by health care workers in the new normal can be undertaken in addition to others.

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IX. FINDINGS
● There is a significant association that exists between the organizational stress & COVID-19 stress in the
performance of professors at all levels.
● COVID-19 stressors put more impact on Assistant Professors’, Associate Professors and Professors
performance than the organizational stressors in this study.
● In case of assistant professors for organizational stress-extended administration work along with teaching
assignments, teaching relationship with students and research and publications are the top three stressors
followed by others.
● In case of associate professors under organizational stress, teaching relationship with students, research &
publications and relationship with colleagues are the top stressors followed by others.
● Similarly for professors, working environment, research and publications and extended administration
work along with teaching assignments are main source of organizational stress.
● Research and publication seems to be common stress for professors at all levels.
● Under the COVID-19 stressor, for the assistant professors; behavior of friends and neighbors, loss of family
members due to COVID-19, Social distancing and isolation of family members and feedback of students for
online classes are the main stressor followed by others.
● For Associate Professors, loss of family members due to COVID-19, behavior of friends and neighbors and
reduction of salary are prime source of stress under COVID-19 followed by others.
● In case of professors, difficult in meeting existing financial obligations, social distancing and isolation of
family members, loss of family members due to COVID-19 and reduction of salary are the main source of
stress followed by others.
● Loss of family members due to COVID-19 and reduction of salary are the common contributors of stress
under COVID-19 stressors.
X. SUGGESTIONS
Based on the findings of organizational stress:
● Research and publication is the core area for the development and ranking of the higher education
institutes. Most of the times private higher education institutes do not allow the faculty to take leave for the
collection of data and for field visit. Even if they allow they are entrusted with some additional
administrative work. This needs to be stream- lined for the quality research and publications of the faculty.
● There is need for reduction in administrative work of faculty and should be encouraged to do publication
and adequate preparation of classes so that the stress level can be reduced. Administrative work should be
secondary and teaching & research work should be primary for the faculties and it should be acknowledged
by these private higher education institutions this will help to manage the stress.
● Proper conducive working environment should be created for the betterment of higher education
institutions. As far as possible everything should be transparent this will reduce the stress of faculties to a
great extent.
● There should be regular interaction with the faculties by the management to find out stress if any and
immediate steps should be taken for controlling the same and there should be a sense of belongingness
among the faculties as well as a feeling of camaraderie among them.
Based on the findings of COVID-19 stressors.
● Loss of family members has much impact for all the levels. In this regard we should take proper care as per
government guidelines and now the vaccination campaign is going on, it should be taken along with that we
should keep ourselves fit with proper diet and follow physical distancing. We cannot avoid the destiny but
can take precautionary measures to counter the destiny to the extent possible.
● Most of the private higher education institutes reduced the salary by 30%-50% and some are asked to leave
the organization under different pretext. This leads to financial crisis and mid-life crisis also. The
organizations should devise alternative plans to counter this. May be by taking long term loans to revive the

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situation and pay back the same once the situation normalizes and be able to manage the EMIs for
repayment of these temporary loans.
● Social boycott by near and dear ones also hurt a lot. There is a need for showing empathy and extending
every possible support so that the issue can be resolved.
Annexure-A
Attributes Opinion of Assistant Professors (96)
CA A N DA CDA Score
5 4 3 2 1
Organizational stressors
Teaching relationship with 60 32 0 2 2 434
students
Relationship with colleagues 30 20 30 10 6 346
Relationship with immediate boss 25 20 40 10 1 346
and management
Teaching task 10 25 20 40 1 291
Extended administration work 60 36 0 0 0 516
along with teaching assignments
Work from home conflicts 10 15 40 20 10 280
Working environment 40 25 20 7 4 378
Research and publications 37 43 6 5 5 390
COVID-19 Stressors
Losing job 40 30 15 10 1 386
Reduction of salary 57 36 3 0 0 438
Social distancing and isolation of 67 22 6 1 0 443
family members
Difficult in meeting existing 60 27 5 2 2 429
financial obligations
Difficult in accessing medical 69 21 3 1 1 441
facilities
Loss of family members due to 72 19 3 1 1 448
Covid-19
Behavior of friends and neighbors 75 19 1 1 0 456
Feedback of students for online 61 33 2 0 0 443
classes
Source: Compiled from survey, CA- Completely Agree, A- Agree, N- Neutral, DA- Disagree, CDA- Completely
Disagree
Annexure-B
Attributes Opinion of Associate Professors-55
CA A N DA CDA Score
5 4 3 2 1

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students
and management
Teaching task 13 11 16 12 3 184
COVID-19 Stressors
Losing job 26 4 12 6 7 201
family members
facilities
Covid-19
classes
Disagree.
Annexure-C
Attributes Opinion of Professors -33
CA A N DA CDA Score
5 4 3 2 1
students
and management
Teaching task 6 9 10 5 3 109

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COVID-19 Stressors
Losing job 17 12 3 1 0 144
family members
facilities
Covid-19
classes
Disagree
XI. CONCLUSION
Today higher education sector is growing at a faster rate and its growth momentum will be restricted if the
main growth drivers are not being noticed properly. As the education industry belongs to service sectors, the
main growths drivers are obviously their faculty that is the reason why many higher education institutions
realized that the faculties are the biggest assets. Moreover, attrition is another big threat which often affects the
performance of the education sector to a great extent. Though a little bit of stress leads to exalted performance
but when stress goes out of control it affects the psychological and physical well being of those experiencing it .
It is understandable that stress can’t be removed completely. Neither there is any guarantee that the stress
management measures will change the scenario. But overall, the policies should be designed on a continuous
basis for the betterment of the faculties of higher education institutions. The findings of the study and
suggestive measures will definitely help to reduce the stress level of the faculty members and surely the
present study will be a value addition to the existing literature.
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International Research Journal of Modernization in Engineering Technology and Science

DIFFICULTIES FACED BY HIGHER EDUCATION FACULTIES DURING

N Minimum Maximum Mean

Covid-19 Stressors 8 386.00 456.00 435.50

Valid N (list wise) 8

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Source: Author’s Calculation

N Minimum Maximum Mean

Covid-19 Stressors 8 201.00 246.00 230.25

Source: Author’s Calculation

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Figure-1: Scores of Faculties

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Figure-2: Organizational stressors

Figure-3: COVID 19 stressors

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www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

www.irjmets.com @International Research Journal of Modernization in Engineering, Technology and Science

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