Graduate Thesis Or Dissertation
 

Perceptions of job stressors in the student services profession

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/r494vp71x

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  • The purpose of this study was to examine the perceptions of job stressors in student services professionals. The research procedures examined the functional aspects of a position with four dimensions of job stressors: role-based stress, conflictresolution stress, task-based stress, and stress due to the inefficiency of others. The independent variables included supervisory responsibilities, hierarchical placement, number of years in the student services profession, number of years in the current position, budgetary responsibilities, policy development, and student contact. The sample consisted of student services professionals employed at 20 four-year institutions in the northwest. The Student Services Job Stress Index was developed for this study and administered to 306 subjects. Two hundred and forty-one valid responses (79%) were used in the analyses. One-way analysis of variance compared each of the seven independent variables with the four dimensions of job stressors. Crosstabulations using the independent variables analyzed all possible pairs, and provided further insight concerning stress determinants. Additional analyses of variance were conducted on four continuous variables (supervisory responsibilities, number of years in the student services profession, number of years in the current position, and student contact) as ungrouped data to determine if clustering had affected the results of the initial analyses as grouped data. Pearson-product moment correlations analyzed the four continuous variables with the four dimensions of job stressors. The .10 confidence level was used for all analyses. The results of multiple analyses produced a descriptive profile of the respondents in terms of their susceptibility to the four dimensions of job stressors. Individuals reporting high level of role-based stress are characterized as follows: new student services professional, new to that position, younger, hold less supervisory responsibilities, less responsible for budgetary matters, less involved in the development of policies, and more student contact. Experienced staff tended to report more conflict-resolution stress. A split-half reliability test was conducted on the Student Services Job Stress Index and revealed an r score of .86. The Spearman-Brown score for the Index was .93. The results imply that the presence of negative job stress may be prevented and controlled through staff development, graduate preparatory programs and the manipulation of organizational variables.
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