Lack of Control Over Ones Destiny
As organizations become large and impersonal, employees are frequently
less involved in decision making. Even simple tasks can be delayed
due to legal dictates, administrative policy, or lack of funds.
Employees participation in decision making promotes more positive
job attitudes and greater motivation for effective performance.
Lack of Occupational Feedback and Communication
Like other workers, educators want to know the expectations of the
organization, the behaviors that will be successful or unsuccessful
in satisfying job requirements, any physical and psychological dangers
that might exist, and the security of the job. Education employees
need feedback to develop job values, aspirations, objectives, and
accomplishments. Lack of clear, consistent information can result
in distress. If evaluation only happens once or twice a year without
regular, periodic feedback, the possibility of
stress increases the longer the employee works in a vacuum. Regarding
communication,
organizational structures that foster open, honest, cathartic expression
in a positive and constructive way reap large dividends from employees.
When management reacts to open communication on a crisis basis only,
it reinforces negative communications.
Work Overload or Underload
Researchers have found high levels of stress among individuals who
have excessive work
loads. Long or unpredictable hours, too many responsibilities, work
at a too-rapid pace, too
many phone calls, dealing directly with difficult people without
sufficient relief, dealing with
constant crises, and supervising too many people (e.g., large class
sizes and overcrowding)
or having broad multifaceted job descriptions are characteristics
of a work overload. In
addition, boring tedious jobs or jobs without variety are equally
distressful.
Contact Overload
Contact overload results from the necessity for frequent encounters
with other people in order to carry out job functions. Some occupations
(teaching, counseling, law enforcement) require many encounters
that are unpleasant and therefore distressful. These workers spend
a large proportion of their work time interacting with people in
various states of distress. When the caseload is high, control over
one's work and consequent job satisfaction is affected. Contact
overloads also leave little occasion or energy for communication
and support from other employees or for seeking personal and professional
growth opportunities.
Role Conflict/Ambiguity
Although role conflict and ambiguity can occur independently, they
both refer to the uncertainty about what one is expected to do at
work. Role conflict may be defined as the simultaneous occurrence
of two or more opposing pressures such that a response to one makes
compliance with the other impossible (e.g., mass education versus
individualized instruction). The most frequent role conflicts are
(1) those between the individual's values and those of the superior
or the organization; (2) the conflict between the demands of the
work place and the worker's personal life; and (3) the conflict
between worker abilities and organizational expectations. In numerous
studies, role conflict has been associated with low job satisfaction,
frustration, decreased trust and respect, low confidence in the
organization, morale problems and high degrees of stress. Role ambiguity
may be defined as a lack of clarity about the job, that is, a discrepancy
between the information available to the employee and that which
is required for successful job performance. In comparison to role
conflict, role ambiguity has the highest correlation to job dissatisfaction.
Role ambiguity is especially common amongst school administrators.
Individual Factors
Personal factors such as financial stability, marital satisfaction,
as well as personality factors such neuroticism, excessive shyness,
inflexibility, and poor stress management skills all contribute
to how one is affected by stress on the job. The mutual interaction
and accumulation of both personal and occupational stressors can
certainly contribute to job burnout.
Training Deficits
Several different areas of job training are necessary to prevent
occupational distress. The most obvious area is adequate initial
preparation. Training and competencies are necessary to bolster
confidence, as well as to allow the worker to get through each day
without unnecessary dependence upon others or upon reference materials.
On-the-job training is also necessary as technology advances. New
professionals are most susceptible to some forms of distress. Secondly,
training in communications skills is necessary in order to facilitate
the ability of the employee to relate successfully with supervisors,
fellow workers, and recipients of services or products. According
to one survey, jobs are more frequently lost because of poor communication
than because of any other factor. Finally, one needs to be taught
how to deal with stress. Everyone needs to learn methods of coping
with the variety of stressors faced each day.
Other Factors and Considerations
There are other secondary factors that can exacerbate stress such
as poor working
conditions, lack of job security, lifestyle changes, and a rapidly
changing society that force individuals to make unexpected adjustments
in their way of life and work. Administrators, teachers, and staff
all face specific stressors that are unique to their position or
role; however, most of these stressors fall within the general framework
outlined above.
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