Occupational Stress Intervention and Performance of Academic Staff in Selected Universities in Kenya

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Abstract

The performance of university academic staff has become an issue of concern as different governments continue to push for quality higher education globally. It is expected that universities contribute to national development by offering first-class professionals in various fields. This study sought to investigate the effect of occupational stress interventions on the performance of academic staff in selected public universities. The study was guided by: the person-environment fit theory, cognitive dissonance theory as well as broaden and build theory. Moreover, the study was anchored on the philosophical approach of positivism. The study adopted an explanatory design and a cross-sectional survey. Inferential and descriptive statistics were then used to analyze the data. Descriptive statistics were given in terms of percentages, frequencies, and measures of central tendency. Inferential statistics were used to gauge the nature and extent of relationships between variables by using regression analysis at a 0.05 level of significance. The findings show a positive and significant relationship between occupational stress intervention and the performance of academic staff.

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Workplace resources to improve both employee well-being and performance: A systematic review and meta-analysis

Eveliina Saari, Chidiebere Ogbonnaya, Morten Nielsen … (2017)

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Effects of occupational stress management intervention programs: A meta-analysis.

Katherine M Richardson, Hannah R Rothstein (2008)

A meta-analysis was conducted to determine the effectiveness of stress management interventions in occupational settings. Thirty-six experimental studies were included, representing 55 interventions. Total sample size was 2,847. Of the participants, 59% were female, mean age was 35.4, and average length of intervention was 7.4 weeks. The overall weighted effect size (Cohen's d) for all studies was 0.526 (95% confidence interval = 0.364, 0.687), a significant medium to large effect. Interventions were coded as cognitive-behavioral, relaxation, organizational, multimodal, or alternative. Analyses based on these subgroups suggested that intervention type played a moderating role. Cognitive-behavioral programs consistently produced larger effects than other types of interventions, but if additional treatment components were added the effect was reduced. Within the sample of studies, relaxation interventions were most frequently used, and organizational interventions continued to be scarce. Effects were based mainly on psychological outcome variables, as opposed to physiological or organizational measures. The examination of additional moderators such as treatment length, outcome variable, and occupation did not reveal significant variations in effect size by intervention type.