# Organizational health factors: multidimensional insights into occupational stress in higher education

## TL;DR

This study examines how individual, organizational, and pandemic-related factors contribute to stress and well-being among higher education teachers in Portugal.

## Contribution

The paper introduces a multidimensional framework linking organizational health factors to occupational stress in HE teachers, emphasizing the role of the pandemic context.

## Key findings

- Higher education teachers show high job demands and low resilient coping, with significant distress and sleep problems during the pandemic.
- Work-family conflict and job demands strongly predict poor health and well-being, while resilient coping and meaningful work act as protective factors.
- Satisfaction with lifestyle adaptation during the pandemic positively influences all health and well-being domains.

## Abstract

Occupational stress (OS) among higher education (HE) teachers is a growing concern, intensified by the COVID-19 pandemic. This study explores OS through the Organizational Health (OH) Framework, integrating individual, organizational, and contextual factors to assess their impact on teacher Health and Well-being.

A cross-sectional study was conducted with 401 Portuguese HE teachers. Data were collected via validated instruments including the Brief Resilient Coping Scale, COPSOQ III, Kessler Psychological Distress Scale, and a COVID-19-related checklist. Statistical analyses included correlations, ANOVA, and multiple regressions to identify predictive relationships.

Findings revealed that (i) The professional context of teachers has its own characteristics, with low levels of resilient coping, high exposure to job demands, particularly cognitive demands. Concerning the Covid-19 pandemic, fear of infecting someone and the exaggeration of information on social media emerge as the most frequent causes of fear. Satisfaction with the level of adaptation to the pandemic situation, in terms of lifestyle, was high. For 32.7% of participants, Distress values have clinical significance, as well as Sleep Problems, Burnout, Stress, and Depressive Symptoms; around 40% of responses fell into the risk category for health impact. (ii) The Health and Well-being of Higher Education teachers is influenced by the interaction of individual and organizational factors, and vice versa, while both are influenced by contextual factors, namely experiences associated with the COVID-19 pandemic. (iii) Work–family conflict and Job Demands are risk factors with a pronounced predictive effect on Health and Well-being, while Resilient Coping and Meaningfulness of work stand out for their protective effect. Satisfaction with lifestyle concerning Covid-19 emerged as a predictor in all Health and Well-being domains.

The study underscores the complex interplay between individual, organizational, and contextual factors in shaping teacher Health and Well-being. It highlights the need for targeted interventions and organizational policies that foster resilience and mitigate stress. Promoting well-being in HE requires integrated strategies addressing systemic and individual dimensions, with implications for public policy and institutional practice.