Work Life Balance
Bell, Rajendran & Theiler: Job stress, wellbeing and work-life balance of academics.
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Job Stress, Wellbeing, Work-Life Balance and Work-Life Conflict Among Australian Academics
Amanda S. Bell (amanda.bell@monash.edu)
Faculty of Education, Monash University, Building 6, Clayton Campus, Wellington Road, Clayton 3168, Australia
Diana Rajendran (drajendran@swin.edu.au)
Faculty of Higher Education, Swinburne University of Technology, Melba Avenue, Lilydale 3140, Australia
Stephen Theiler (stheiler@swin.edu.au)
Faculty of Higher Education, Swinburne University of Technology, Melba Avenue, Lilydale 3140, Australia
Abstract
Escalating stress and pressures, along with organisational change in universities has led to the increased importance of research in to the impact of perceived job stress, work-life balance and work-life conflict amongst academics. Yet, very few studies have examined academics’ ability to balance work and personal life, and overcome work-life conflict. Drawing on Spillover theory (Zedeck, 1992), our study hypothesised that high levels of perceived job pressure stress and job threat stress would predict increased levels of work-life conflict, and decreased levels of work-life balance. Due to the well-documented relationship between stress and health, the influence of job stress on wellbeing was also investigated in this sample of academics (N =139). Perceived job stress (threat and pressure-type stressors) was associated with poorer work-life balance, and increased conflict between academics’ work and personal lives. Perceived job threat-type stress made a stronger contribution and was a significant predictor of work-life balance and work-life conflict scores, than perceived job pressure-type stress. Perceived job threattype stress among academics was also a significant predictor and associated with poorer wellbeing and increased ill-being, but perceived job pressure-type stress was not related to academics’ wellbeing or ill-being.
25
Job Stress, Wellbeing, Work-Life Balance and Work-Life Conflict Among Australian Academics
Amanda S. Bell (amanda.bell@monash.edu)
Faculty of Education, Monash University, Building 6, Clayton Campus, Wellington Road, Clayton 3168, Australia
Diana Rajendran (drajendran@swin.edu.au)
Faculty of Higher Education, Swinburne University of Technology, Melba Avenue, Lilydale 3140, Australia
Stephen Theiler (stheiler@swin.edu.au)
Faculty of Higher Education, Swinburne University of Technology, Melba Avenue, Lilydale 3140, Australia
Abstract
Escalating stress and pressures, along with organisational change in universities has led to the increased importance of research in to the impact of perceived job stress, work-life balance and work-life conflict amongst academics. Yet, very few studies have examined academics’ ability to balance work and personal life, and overcome work-life conflict. Drawing on Spillover theory (Zedeck, 1992), our study hypothesised that high levels of perceived job pressure stress and job threat stress would predict increased levels of work-life conflict, and decreased levels of work-life balance. Due to the well-documented relationship between stress and health, the influence of job stress on wellbeing was also investigated in this sample of academics (N =139). Perceived job stress (threat and pressure-type stressors) was associated with poorer work-life balance, and increased conflict between academics’ work and personal lives. Perceived job threat-type stress made a stronger contribution and was a significant predictor of work-life balance and work-life conflict scores, than perceived job pressure-type stress. Perceived job threattype stress among academics was also a significant predictor and associated with poorer wellbeing and increased ill-being, but perceived job pressure-type stress was not related to academics’ wellbeing or ill-being.
References: Electronic Journal of Applied Psychology. 8(1): 25-37 (2012)