Stress among Greek and Cypriot university administrators: an exploratory study

Abstract

Over the past few decades universities and colleges have undergone changes that have increased the complexity of academic managers' roles. There is some evidence now that these managers have come to experience significant role ambiguity, conflict, stress, and other negative effects -and that their wellbeing has been compromised. However, the literature about such matters is incomplete and sometimes contradictory. The study reported here was undertaken to contribute to existing understandings about the condition of academic managers in tertiary education by profiling a previously unstudied population -Greek and Cypriot department chairs. The specific focus here is on stressors in the workplace, and we present findings from an exploratory study and compare them to findings from a recent parallel Canadian investigation. The cross-cultural insights gained help to enrich current understandings about the stressors that managers experience in the workplace.

Higher authority organizational stressors among higher education deans: a multiple case study

“…On a more recent study by Alford (2014), deans at a US college noted on numerous elements that constituted as organizational stressors. These position of higher education deans, coupled with the complex nature of higher education, dealing with government funding, accelerated deregulation, shifting funding sources, and expectations of governments, students, higher authorities, and communities, led many researchers to believe deans now experience high levels of role ambiguity, conflict, and stress (Lazaridou et al , 2008).…”

Ο Ρόλος Των Διαπροσωπικών Σχέσεων Εκπαιδευτικού - Διευθυντή Στη Δημιουργία Θετικού Σχολικού Κλίματος

“…486 Τελικά, η αποτελεσματικότητα και η «αναβάθμιση» της σχολικής μονάδας εξαρτάται άμεσα από την σχέση του εκπαιδευτικού με τον διευθυντή και τη μεταξύ τους συνεργασία με σκοπό την υλοποίηση ενός κοινού και ξεκάθαρου οράματος 487 , την δημιουργία ενός χρονοδιαγράμματος δραστηριοτήτων και την καταγραφή της επίδοσης των μαθητών. 488 Δεδομένης της ομοιότητας μεταξύ της αυτοπεποίθησης και της αυτοαποτελεσματικότητας, οι συγγραφείς κατέληξαν στο συμπέρασμα ότι οι πεποιθήσεις των διευθυντών για τις ικανότητές τους ήταν δικαιολογημένες. Τα θεωρητικά θεμέλια της βασικής αυτο-αποτελεσματικότητας βασίζονται στο έργο και την έρευνα του θεωρητικού κοινωνικής μάθησης, Albert Bandura.…”