Purpose: This study addresses the prevalent issue of workplace stress experienced by university teachers and identifies key factors that significantly contribute to this stress. The primary objective of this research is to delve into the workplace elements responsible for inducing stress among university teachers. Design and Methodology: Employing a qualitative research design facilitates an in-depth examination of this intricate issue, particularly suited for the exploration of complex subjects like workplace stress. The utilization of semi-structured interviews with a sample of 25 university teachers, chosen through convenience sampling, serves as an appropriate means to collect comprehensive and detailed perspectives. Findings: The principal discovery underscores that workplace factors such as extra workloads, workspace conditions, job security concerns, delayed promotions, and the overall work environment play substantial roles in contributing to stress among university educators. Implications: This study underscores the multifaceted nature of workplace stress experienced by university teachers and offers valuable insights for educational institutions and policymakers seeking to enhance the well-being of their academic faculty. Keywords: Workplace stress, Coping Mechanisms, Job security, Workloads.
Tasleem et al. (2023) studied this question.