Psychosocial risk factors and distress in higher education teacher

Abstract

It is known that occupational health problems in Higher Education (HE) teachers are a current and prevalent problem. Several authors point out the significance of work-related psychosocial factors in this phenomenon. The purpose of this study is to explore the psychosocial factors associated with the development of work-related distress in the specific professional context of HE teachers. We also aim to understand which Psychosocial Risks (PRs) dimensions are correlated with work-related distress. An empirical study was carried out involving 97 HE teachers, working at University of Aveiro departments (n=50) and Polytechnic Schools (n=47). The following instruments were used to obtain the data; the Kessler Psychological Distress Scale (K10) and the Copenhagen Psychosocial Questionnaire (COPSOQ, medium version). Our study highlights three main findings: 1) total cumulative functions plays a role in HE teachers’ overload; 2) a large percentage of responders presented significant psychological distress symptoms, this effect being strongly higher in females; 3) work demands dimensions represent the most health risk, with health/well-being dimensions presenting the most significant correlations for distress increase in HE teachers. The work-related distress in this study was highly influenced by many factors. As such, the first step in the construction of intervention policies and tools would be an effective assessment fully integrated to specific work contexts. This study answers the investigation gap in the work-related context of HE teachers.