W13KLD THROUGH EDUCATION l'.dited hy M .K. AKINSOLA K.O . OJOKHETA J.A. ADEMOKOYA UNIVERSITY OF IBADAN LIBRARY BUILDING A SAFER WORLD THROUGH EDUCATION Edited by M. K. AKINSOLA K. 0. OJOKHETA J. A. ADEMOKOYA UNIVERSITY OF IBADAN LIBRARY Pubtished by: Faculty of Education University o f Ibadan Ibadan, Nigeria ISBN: 978-2860-74-3 C opyright © Faculty of Education University of Ibadan Ibadan. Nigeria Printed by G a b Educ Printers 0 8 0 7 6 4 5 4 3 8 8 F irs t Published 2017 All rights reserved. This publication should not be reproduced, stored in a retrieval System, or transmitted in any form or by any means, electromcor mechanical, including photocopying, recording oroth- erwise, provided it is used only for educational purposes and is not for resale, and full acknowledgement is given to thè Faculty of Edu­ cation, University of Ibadan as thè originai publisher. Views and opinions expressed in this publication are thè responsi- bility of thè authors and should not, in anyway, be attributed to thè Faculty of Education, University of Ibadan or thè institutions to which they are affiliated. ii UNIVERSITY OF IBADAN LIBRARY Contente Page 1. Using Technology To Bring A Positive Change in The Lives of Adult Literacy Learners: Excerpts From Some Innovative Projects-Omobola Adelore, PhD, Gloria Adedoja, Ph.D, Solomon Ojedeji ' Department of Adult Education “ Department of Science Technology and Mathematics Education “ ‘Department of Adult Education University of Ibadan - 1-16 2. Studente' Consciousness and Demand For Legai Rights In Tertiary Institutions In Nigeria: Implications For A Safer Environment In Higher Institutions- Atanda, A. 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Building The Culture of Peace And Peaceful Co-existence In Nigeria: The Transformative Power of The Social Media Ojokheta. K.O. Ph D; Oladeji, S.O. PH.D *Professor, Department of Adult Education, University of Ibadan, Nigeria **Lecturer, Department of Adult Education, University of Ibadan, Nigeria- 805-822 48. Student Academic Success In The University Of Ibadan: A Holistic Approach To Disciplinary Measures Olufunmilayo O. Arotiba Principal Assistant Registrar & Faculty Officer Faculty of Education University of Ibadan- 823-837 49. Social Studies Education AsAn Effective Training Tool For Values and Character Development of Nigerian Youth Ajogbeje, Olamide Olutoke Social Studies Department, Osun State College of Education, Ila-Orangun.- 838-855 50. Implications Of Parents' Knowledge, Attitude and Practices of Child Physical Abuse In Building a Safer World Adebunmi Oyebisi, Oyekola & Dele, Melekeowei Department of Guidance & Counselling, University of Ibadan, Ibadan- 856-872 5*1. Knowledge and Attitude towards Upper Respiratory Tract Infectionsa among swimmers of Lagos State Sports Council Omonode Tamaranmiebi Christine Dept Of Choaching And Training National Institude Surulere Lagos. Nigeria 873 -887 UNIVERSITY OF IBADAN LIBRARY BUILDING A SAFER WORKPLACE: FACTORS INFLUENCING HEALTHY WORK PLACE AMONG TEACHING STAFF IN SELECTED UNIVERSITIES Ukpabi, Donatus Ph.D., Ishola, A jibola. A. "Department of Adult Education, ""Department of Psychology, University of Ibadan, Ibadan, Nigeria. Abstract The sludy, examined thè combined influences of workplace environmental fac- tors; work load, rote ambiguity/conflict and class size on thè work stress and wellbeing among academic staff in federai universities in thè South-west, Nigeria. This study adopted thè descriptive research design survey type. Four o f thè oldest federai universities in thè South-west were purposively selected. The choice o f these universities was based on thè fact that, they belong to thè group ofthe oldest federal-owned universities, with large number of lecturers and similar con- ditions o f Service, large proportion of staff as well as substantial volume of task. The universities were stratified inlo existing faculties; seven faculties were selected from three of thè universities (Universities o f Ibadan, University of Lagos, Obafemi Awolowo University and Federai University o f Aghculture, Abeokuta). The multistage sampling technique was used to select 1000 aca­ demic sta ff across thè tour universities. Standardised instrument was used for data collection. Data were analysed using descriptive statistics ofPearson produci moment correlation and multiple regressionsat 0.05 leve! o f significance. Results demonstrated thatworkplace environmental factors; work load, rote am­ bigu ity/conflic t and class sizeaccounted fo r 2% o f change observed in (F(3,997)=12.07; R=0.19, p<.001). Work load (r=0.09) was thè most imporlant predictor ofwork stress and wellbeing; while class size, rote ambiguity/conflict, protection, friendship andcollegiaiity didnot. Advice (r=-. 18, p<.05), feedback appraisal (r= 10, p<.05) and connectedness (r= -. 18, p<.05) predicted stress levels among academic staff. Institutional support variables; research assis- tance (r= -. 10, p<.05), opportunity(r= 17, p<.05) and promotion (r= 14, p<.05) were associated with lower stress levels. It was concluded that unavailability o f flexible work loadpositively determined thè work stress and wellbeing among academic sta ff in federai universities in thè South-west Nigeria. The study submits that there is thè need to improve upon thè social support while effective institutional support should be providea toreduce work stress and improve thè wellbeing among academic sta ff in thè universities. 784 UNIVERSITY OF IBADAN LIBRARY Key words: Social Support, Work Load, Work Stress, Welbeing, Academic Staff, Federai Universities Word count:311 Introduction Stress refers to any environmental, organizational and individuai or inward demands, which require thè individuai to readjust his/her stan­ dard behavioral example. There are three noteworthy sources of stress-environmental, individuai and organizational. Environmental stress isn't just caused by thè components characteristic for work, yet additionally affected by thè environmental or additional organi­ zational elements. Stress comes about in view of thè individual's communication with environmental boosts or factors, for example, societal or innovative changes, politicai and monetary vulnerabili- ties, and money related condition and group conditions. The stress which an individuai encounters in a domain is conveyed with him/ her to other domains, therefore expanding thè distress and giving stress others. There are many components at thè level of individu­ ate which may create stress with regards to organizational and vo- cation change, identity writes, and part attributes. Any adjustment in vocation life of an individuai puts him/her in disequilibrium situation and he/she is required to be at harmony state. In this procedure, thè individuai encounters stress. The lecturers work in stressful condi­ tions. For thè most part, lecturer work includes teach, leading ex- ploration, civil obligation for thè university and organization. They are required to go to workshops, meetings and leads inquires in their fields of specialization and distribute thè results of their inves- tigation and additionally compose references for their staff. They may likewise partake in group life by serving on government's ex- ceptional boards, give open addresses or fili in as advisors to people in generai. For most scholastic staff, working under constantly stress­ ful conditions can prompt thè disappointment and fatigue in many Universities in Nigeria (Aladejana, Aladejana and Ehindero, (2006) and Ofoegbu and Nwadiani, (2006). The stressful conditions aca- 785 UNIVERSITY OF IBADAN LIBRARY demic staff faced can influence their work-related and physiologi- cal wellbeing. Accessible records uncover that, Nigerian Universi- ties are hard hit as prove by thè quantity of high positioning showing staff lost to sudden passing and high rate of hospitalization. It is as of late uncovered in thè University of Ibadan wellbeing administra- tions, that various lecturers from different resources and offices en- dured stress-related ailment, for example, dejection, hypertension, hearts ailments, stroke, ulcer, body torment and Constant cerebral pain or headache. on thè off chance that thè stressful working con- ditions academic staff are uncovered are not appropriately dealt with, thè academic staff, thè nature of their academic work, their generai activities and wellbeing, will have unfavorable impact on thè university System. Past studies had concentrated more on stress and wellbeing among other science-arranged experts, with little thought for thè academic staff in thè Nigerian college framework. This study, along these lines, explores thedegree to which working environment environmental variables and social and institutional factors influence thè stress level among academics. In perspective of thè significance of lecturers in thè labor development of any na- tion, and dearth of studies on stress among lecturers, this study examine thè level stress experienced by academic and thè impact of socio-support on these stressors. Learning of thè sources of stress among lecturers and their adapting strategies will help in detailing thè proper mediation Systems and administration procedures for limiting stress among academic staff in Nigeria.The broad objec- tive is to investigate workplace environmental factors, social and institutional supports as determinants of work stress and wellbeing among academic staff of federai universities in thè south-west Ni­ geria. The specific objectives of thè study are to: 1. Determine thè extent to which workplace environmental factors, social and institutional support influence work stress and wellbeing among academic staff in federai universities. 2. Are thè dimensions of workplace environmental factors, 786 UNIVERSITY OF IBADAN LIBRARY interpersonal social support and institutional social support correlates of work stress and wellbeing among academic staff in federai universities? Literature Review Concept of Stress and phenomenon Besearches on stress over thè last three decades have achieved uncommon statures and keeps on affecting on thè world of work in thè 21 st century (Butt, 2009). Butt, (2009) defines stress as “a state of worry that arises from an actual or apparent demand that calls for a change behavior" (Butt, 20Ò9). Generally stress have been identi- fied as disagreeable emotional condition said to occur when there have been extended, increasing or new forces that are significante greater than thè coping resources (Butt, 2009). The outcomes of expanding levels of stress incorporate health challenges and dimin- ishment in job execution. It adversely affects individuali physical and mental health in negative ways. These frequently result in poor job execution, low job commitment, for example, non-appearance, accidents, corrupt conduct, low satisfaction and illness(Butt, 2009).Physiological reactions to stress are refers to as thè 'fight or flight' reaction. The fight response is thè body responding to thè need to adapt by responding. Proceeded with large amounts of stress can direct to genuine health conditions including hyperten- sion, disease, and mental ailments (Butt, 2009). Causes of Stress Sutherland and Cooper (2000) identified five classifications of conceivable sources of psychosocial and work related stress. Different elements that are potential stressors incorporate events that may cause stress, for example, home, family and requests, wedding inconveniences, and clashes amongst job and family re­ quests (Sutherland and Cooper, 2000). The definition features three essential thoughts, to be specific that (a) situational requests make ind ividuai adjust; (b) ind ividuai be likely to respond and adjust in 787 UNIVERSITY OF IBADAN LIBRARY various approaches to stressors, and (c) that some type of reac- tions will happen, be it physical and additionally mental. Yusuf (2013), Olatunji and Akinlabi (2012) portrayed wellsprings of stress among university lecturers as that incorporate high works stack, lacking ventilated office, noise\y environment, various university issues, in­ adequate lecture halls, keeping pace with institutional requests, role expectation, emotional request between individuai relationship es- teem and conviction framework. Stress among Academics The acàdemic roles and obligations of university faculty are broad and frequently incorporate thè coaching and supervision of under- studies, managerial obligations and arrangements (counting board of trustees work), readiness of utilizations for research funding, meeting arrangements and introductions. different open adminis- tration exercises, and thè examination and dispersal of informa- tion, to give some examples. Albeit a considerable lot of these job requests can be found in different occupations, thè amalgamation of such a significant number of requests in thè scholarly community brings about special work-stress encounters among university fac­ ulty. Indeed, thè experience of business related stress among uni­ versity educators is currently an apparently overall event. An exami­ nation of different contemporary patterns in universities around thè globe reveals some insight upon thè subject of why thè academic life has turned out to be more stressful in thè course of recent de- cades. Expanding financial restrictions specificai^ have exacer- bated thè word related requests put upon numerous university teach- ers. Notwithstanding, more elevated amount of stress were ac- counted for as emerging from funding slices to Universities, heavier showing loads, trouble in securing research Stores, absence of re- sources, poor associations with partners and unreasonable desires from administration by Ahmady et al (2007). 788 UNIVERSITY OF IBADAN LIBRARY Work stress and wellbeing Wellbeing includes thè capacity to prepare and effectively or un- successfully manage stress factors. It is additionally alludes to as every one of thè methods used to impartially or subjectively react to a stressful circumstance saw by thè individuai (Stoica and Buicu, 2010). In this manner, because of thè application or non-use of adapt- ing methods, and once in a while as an immediate consequence of stressful occasions, thè individuai is probably going to encounter either positive feeling, for example, trust, joy, want, eagerness, or negative feelings, for example, fear, dissatisfaction, disillusionment, sorrow and even self-destructive considering (Monttgomery& Rupp, 2005). The individuai can likewise encounter sentiments of fulfill- ment or disappointment in vvork or in life when all is said in done, which impact his dedication towards his job. At long last, he may encounter a sentiment weariness, depersonalisation, or absence of satisfaction as parts of burnout (Zedan, 2012). Studies have rec- ognized diverse sorts of stress and wellbeing. Kyriacou and Chien (2004) in Zedan (2012) found that thè most ideal approach to de- feat stress was to receive adapting methodologies as 'guarantee- ing a healthy family lite", or then again having somebody to remain by you and comprehends you. Essential mediations endeavor to adjust thè sources of stress at work (Murphy &Sauter, 2003). A case of such mediations program incorporates overhauling jobs tochange workenvironment stressors (Bunce& Stephenson, 2000), expand- ing specialists basic leadership expert or giving associate care groups. The auxiliary mediations endeavor to diminish thè serious- ness of stress side effects previously they prompt genuine health issues (Murphy SSautre, 2003). Tertiary intercession is in a type of representative help programs which are intended to treat thè worker*s health condition by means of free and secret access to qualify emo- tional well-being experts (Arthur, 2000). 789 UNIVERSITY OF IBADAN LIBRARY Environmental Factors. Work stress and wellbeing among Academic Staff Winfield (2000) demonstrates that, there is high incidence of job related stress among academic and generai staff of Universi­ ties. Researches byAwopegba (2001 ); Lam and Punch (2001 ) sup- port this factthat higher prevatence of job stress existamong aca­ demic staff of Universities. Listing thè most related stressors on academic staff, Ahmdy, Changiz, Masiello and Bromnels (2007), included workload, conflict, demands from colleagues and supervi- sors, incom patib le dem ands from different personal and organisation roles, inadequate resources for appropriate perfor-* mance, insufficient competency to thè demands of their role, inad­ equate autonomy to make decision on different tasks and feeling of underutilization. Working conditions, poor motivation, external fac­ tors and low status were identified by Lam and Punch (2001 ) .Load, role ambiguity, conflicting job demands, frequent interruption and publication efforts were causes of stress on academic staff. How- ever, higher level of stress were reported as arising from funding cuts to universities, heavy teaching loads, difficulty in securing re- search funds, lack of resources, poor relationships with colleagues and unrealistic expectations from management by Winefield and Jarret (2001); Ahmady, Changiz, Masiello and Brommels, (2007).On gender, level of stress was found not to be different among male and temale academic staff by Ofoegbu and Nwadiani (2006). How- ever, Liu and Zhu (2009) found that temale academic staff experi- ences less stress than their male counterparts. Social support and work stress and wellbeing among aca­ demic staff Coetzee and Rothmann (2005) found that while university staff indi­ viduate were focused on their establishments, they saw absence of responsibility from their boss. Further, Tytherleigh, Webb, Cooper, and Ricketts. (2005) found that, all advanced education staff an- nounced altogether bring down levels of responsibility both from and 790 UNIVERSITY OF IBADAN LIBRARY to their associations, notwiihstanding thè low duty levels, staff indi­ viduala stili experience low levels of stress identifying with home- work adjust, over-burden, thè job generai and physical sick health. This finding affirmed that, social help can intercede in emotional reaction to stress by decreasing a man's response to a stressful occasion. Social help assumes huge role in job result through "giv- ing an answer for thè issue, by decreasing thè apparent significance of thè issue, [and] by tranquilising thè neuro-endocrine framework with thè goal that individuals are less responsive to apparent stress'1 (Cohen and Wills,-1985). In this regard, social help might not di- rectly affect thè operatorcausing thè stress; rather, it is an asset of ind iv idua ls tha t perm it them adapt to resu ltan t result (Stachour,1998).This finding underscored thè idea that, bolster from a few individuals in thè faculty environment impacted workers' or academic staff psychological mien to thè stressors factors (Kelly, 2005). This discovering underpins Dirks and Metts (2010) discov- eries that, social help intervened stress. The amount and nature of social help matter in diminishing stress. By and large, individuals who get more incessant and more grounded social help have less stress, less physical and montai issues and lower death rates than those with less successive and weaker social help (Reblin and Uchino, 2008; Stachour, 1998). Methodology Research Design This study adopted descriptive research design of correlationaltype. This design was considered appropriate since it helped to estab- lish thè relationship between thè variables in thè study without ma- nipulating any of thè independent variables that had already occurred. Sample Size and Sampling Technique The study employed thè multi-stage^ampling technique in thè se- lection of thè respondents. These include thè use of thè purposive sampling technique to select four federai universities in thè South­ west, namely, University of Ibadan (Ul), University of Lagos 791 UNIVERSITY OF IBADAN LIBRARY (UNILAG), ObafemiAwolowo University (OAU) and Federai Univer­ sity of Agriculture, Abeokuta (FUNAB).The sample size was first determined from Academic staff strength using RaoSoft online sample size calculator (Raosoftlnc, 2004). The average sample size across thè universities was 229 - 244 (note that thè sample sizes were calculated at 75% rate of response and 50% for FUNNAB due to its non-residential and multi campus nature; however thè sample sizes of universities were scaled up to 275 each respec- tively to cater for population variations and response stability. The universities were stratified on thè basis of existing faculties; seven faculties were selected in three of thè universities used (U.l, UNILAG and OAU); while in FUNAB, only five faculties were covered for thè study. Random sampling technique was adopted in selecting thè 1000 academic staff that served as respondents for thè study. Instrumentation The data collection was done using three sets of structured questionnaire. The main instruments used for this study was a struc­ tured questionnaire divided into four sections: A, B, C, and D. Socio- demographic characteristics of thè participants used in thè study. The variables include: sex, rank, cadre, tenure, faculty and institu- tion. The workplace environmental factor scale contains 22 items on workplace environmental factors which include workload, role ambiguità role conflict, class size, noise, and work pressures. This scale was adapted from Naidoo, Botha and Bisschoff (2013) ad- aptation of The ASSET, ASSET (which refers to An Organisational Stress Screening Tool). The dimension of thè Workplace Environ­ mental Factors include workload - a=0.64, role ambiguity/conflict - a=0.69, and class size - a=0.71 ). Informational social support was adapted from Schrodt, at al., (2003) Academic Socialization scale. This scale have dimen- sions of ownership (a = .87) and “adequate information (a = .83) and connectedness (a = .84). The respondents were asked to rate their opinions according to four points rating of likert scale from 1 to 792 UNIVERSITY OF IBADAN LIBRARY 4 signifying, 1 (Not at all), 2 (When occasion demands), 3 (Some of thè time) and 4 (Frequently) for all thè 16 questions. A Cronbach's alpha of .88 was obtained for this measure. The sub scales include career advice - a=0.65, connectedness - a=0.72 and provision of feedbacks - a=0.59. Institutionaì support scale (ISS) was measured using 17 items on thè social support among academic staff. This scale items were adapted from Schrodt, Cawyer, and Sanders (2003). Academic Mentoring Behaviors. Faculty perceptions of behaviors associated with their mentoring relationships were assessed using 17 items taken from Ragins and McFarlin's (1990) Mentor Role Instrument (MRI). The dimension include research assistance (a = .82), pro- tection (a = .79) collegiality (a = .78), promotion (a = .65) friendship (a = .70), and some items from thè connectedness (a = .84) sub dimension of Schrodt, at al., (2003) Academic Socialization scale. Social Support (research assistance - a=0.84, promotion - a=0.63, collegiality - a=0.69, protection - a=0.81, friendship - a=0 77 and opportunity- a=0.68) scalesThe respondents were asked to rate their opinions according to four points rating of likert scale from 1 to 4 signifying 1 (Not at all), 2 (When occasion demands), 3 (Some of thè time) and 4 (Frequently) for all thè 16 questions. A Cronbach's alpha of .88 was obtained for this measure. Work stress and wellbeing among academic staff; it has a rating scale of 30 items. The respondents were asked to rate their opinions according to four points rating scale from 1 to 4 signifying 1 (Strongly Agree), 2 (Agree), 3 (D isagree), 4 (Strongly Disagree).The scale items were adapted from thè revised version of Occupational Stress Inventory -OSI (OSI-R) developed by Osipow and Spokane (1998). The OSI-R was based on a previous version of thè instrument developed by Osipow and Spokane in 1987 to measure occupational adjustment on three different dimensions: thè occupational stress, psychological strain and coping strategies. Using thè normative sample, thè reliability coefficient established 793 UNIVERSITY OF IBADAN LIBRARY at .89 as reported by Osipow (1998). A typical item on thè scale reads: “ I don't seem to be able to get much done at work". The reliability in thè main study was a=0.68. Procedure Two research assistants were trained each from thè selected Uni- versities on how to administer thè questionnaires on thè basis of one researcher to two universities. One thousand one hundred (1100) questionnaires were distributed and thè researchers were only able to recover one thousand (1000) questionnaires. Two weeks was assigned for thè administration of thè instruments. Data col- lected were vetted before given it to a data analyst for appropriate analysis. Method of Data Analysis Data collected were presented and analysed using frequency counts, percentages, means, Pearson product moment correlation and multiple regressions analysis. The research questions were tested at 0.05 level of significance. Results Demographic Characteristics of Respondents Distribution of respondents by cadre, larger proportion are senior lecturer (45.7%) and 21.6% were associate professors and profes­ sore. 73.3% of thè respondents were male, while 26.7% are te­ male. Larger proportion are Ph.D. holders (75.2%) while 17.8% possess masters' degree certificates. The greater proportion (72.7%) were 46 years above and 24.8 were 45years years and below. 6% are from Science, 11.7% are from Arts, 25.6% are from Social Sciences, 0.8% are from humanities, 7.9% are from medi­ cine, 20.8% are from education, 22.6% are from agriculture and 4.6% from vet medicine. Based on respondents' years of experi- ence 17.3% had 1 to 5 years working experience, 82.7% have above 10 years working experience. 794 UNIVERSITY OF IBADAN LIBRARY Research question 1: To what extent will thè independent variables (environmental factor, social and institutional supports) influence work stress and wellbeing among academic staff in federai universities? Table 1 : The Joint Effect of Environmental Factors, Social and Insti- tutional Support on Work stress and wellbeing among Academic Staff Sum o f Squares Df Mean F Sig- Square Regression 8909.05 3 2%79 '66 12.068 ,000b Residuai 245084.918 996 246.069 Total 253993.919 999 R = . 19, R = .04. Adj. R‘= .03 SEM =15.68 The display in Table 4.1 indicates that for thè determinant of work stress in universities independent variables of environmental fac­ tors, socio informational factors and instrumentai support when put together yielded a significant coefficient of multiple regression (R) and adjusted for thè universities in Southwest Nigeria (R = 0.19, R2= 0.04). This implies that 19% of thè total variance in work stress of thè four universities in Southwest were accounted for by thè com- bination of thè independent variables. By implication, thè remain- ing % unaccounted for by thè models was due to other factors (not included in thè study) and residuals. The table also reveals that thè analysis of variance of thè multiple regression data produced F- ratio value for thè four universities in Southwest (F (3.996) = 12.068; p<0.001 ), which indicated thè effectiveness of thè independent vari­ ables in predicting thè dependent variable. 795 UNIVERSITY OF IBADAN LIBRARY Table 2: Individuai contribution of Environmental Factors, Social and Institutional Support on Work stress and wellbeing among Academic Staff Cocfficients Predictors Beta T Sig. Remark (Constant) 23.3 58 .000 Environm ental factors .047 1.49 .135 N S 7 Social support 4.43 0 0 0 significa .167 2 nt Institutional Support .025 .653 .514 N.S (Computed from Field survey, 2011) The result from Table 4.1 b above shows that environmental factors ((3=0.047, t=1.497; p>0.05) and institutional support ((3=0.025, t=0.653; p>0.05) have no significant independent influenceon work stress and wellbeing, while social support factor (B=0.167, t=4.432; p<0.05) was an important significant determinant of job stress among lecturers in thè tour universities in South-West, Nigeria. Table 3: Pearson Correlation on thè Relationship between Workplace Environmental Factors and Stress among Aca­ demic Staff in Federai Universities Mean S.D Pearson r Sip. Remark Occupdional Stress 119.7 4 15.95 Woridoad 19.05 3.76 .09" <05 Significant Role Ambiguity/ Role >.05 ‘ N.S 16.19 2.87 .04 Conflict Class Size 13.67 3.16 .03 >.05 N.S **. Conelation is significar* at thè COI level (2-taiIed). 796 UNIVERSITY OF IBADAN LIBRARY Table 3: Pearson Correlation on thè Relationship between Work- place Environmental Factors and Stress among Academic Staff in Federai Universities The results on relationship between workplace environmental fac­ tors and stress among academic staff in federai universities ob- tained from thè analysis as shown in Table 2, reveal that, there is significant positive relationship between work overload (r= .09, p<.05) and job stress among academic staff. There was no signifi­ cant relationship between role ambiguity and role conflict(r= .04, p>.05) and class size (r=.03, p>.05).These results imply that, in- crease in work overload was associated with high stresslevel among academic staff in thè federai universities sampled in this study. Table 4: Pearson Correlation on thè Relationship between Social Support and Stress among Academic Staff in Federai Universities Mean SD Pearson r Sig. Remarle Stress 119.74 15.95 Advice 8.60 2.21 -.18" <.05 Significant Feedback Appraisa! 11.35 2.81 -.10" <.05 Significant Connecicdncss 12.12 2.55 -.18" <.05 Significant **. Correlation is significant al thè 0.05 Icvel (2-tailcd). The results on relationship between social support and job stress among academic staff in federai universities reveal that, there was significant inverse relationship between advice (r=-.18, p<.05), feed- 797 UNIVERSITY OF IBADAN LIBRARY back appraisal (r= -.10, p<.05) and connectedness (r= -.18, p<.05) and stress levels among academic staff. The result implies that, increase in good advice, connectedness and feedback appraisals from colleagues and senior colleagues related significantly to lower stresslevel among academics. Table 5: Pearson Correlation on thè relationship between Institu- tional Support factors and management among academic staff in federai Universities Mean S.D Pausati r Sig. Remarle Stress 119.74 15.95 Research Assistano: 11.34 2.85 - . 1 0 ' ’ < 0 5 Signi ficant Protection 10.18 2.30 ,0 2 > 0 5 N.S l :licil(tship 5.90 1.42 03 >.05 N.S 0 |> |x irtiin iiy 11.34 2.60 -.1 7 " < 0 5 Signi ficant ( n llcp ia lily 5.90 1.42 .03 >.05 N.S R iun irti on 8.07 2.23 ,1 4 <05 Si uni ficant * * . Correi ation is significunt a l thè 0.05 levcl (2-tailed). Discussion Results demonstrated that social support from faculty staff and colleagues helped in reducing job stress and ’improve thè wellbeing of thè academics, while thè role of institutional support and environmental factor were neg lig ile . This finding supports Moeller, and Chung-Yan, (2013) that stress and wellbeing which in­ clude perceived workplace social support from thè university staff and colleagues significantly moderated thè effects of occupational stressors on professors' psychological wellbeing. Significantly, work­ place social support buffered thè effects of some occupational stres­ sors (e.g. work overload), while social supports exacerbated thè 798 UNIVERSITY OF IBADAN LIBRARY adverse effects of others (e.g. decision-making, ambiguity). The result on thè relationship between environmental factors and stress among academic staff shows that increase in work overload was associated with high stresslevel among academic staff. Se­ nior academics tend tp have more responsibilities, pressure and work overload because of mentorship and social support expecta- tion from their junior colleagues (Winefield et al., 2003). In particu- lar, Winter, Taylor and Sarros (2000) found that professors and as­ sociate professors reported more work overload than junior lectur- ers did. Further, thè study supports Winefield, Gillesp, Stough and Dua (2002), who found that, as occupational levels increased, so did working hours for associate professors and professors, who reported an average of 55-56 hours per week. Also, thè finding supports Salami (2006) who notes that, heavy workload, working under pressure, large classes, and students' disruption of lectures, delayed and inadequate salaries were thè major sources of stress among college of education lecturers in Nigeria. Results also dem- onstrated that increase in good advice, connectedness and feed­ back appraisals from colleagues and senior colleagues related sig­ nificante to lower stresslevel among academics. The result connotes that, giving support in terms of advice, feedback and making them feel connected among others, should help in alleviating thè stress level of thè university lecturers. The findings support several studies which have underscored thè moderation effect of social support on stress coping and management. Specificali^ thè results support Lakey, et al. (2010) who stated that received support was related to positive affect and psychological wellbeing among employees. The findings also give credence to Gleason, lida, Shrout, and Bolger (2008) who found that, social support events have both positive ef­ fects on life outcomes. According to thè buffering hypothesis, individuals who have high institutional support are able to rely on others in dealing with stressful situations. As a result, they are less adversely affected by 799 UNIVERSITY OF IBADAN LIBRARY stress and burnout. It has been found that institutional support can buffer thè negative effects of stress (Wong and Cheuk, 2005). This supports studies which have identified that social support during job stress played a centrai role in predicting dimensions of burnout among thè lecturers. This finding is consistent with previous re- searchers who reported similar results (Ganster and Schanbroek, 1991 ; Kokkinos, 2007; Moore, 2001 ). Okurame (2008) found that mentoring and providing institutional supports go a long way in af- fecting thè job outcome of academicians. Thus social support both institutional and interpersonal play significant role in job outcome and perceived stress among academics. Conclusion Having examined thè extent to which workplace environmental fac- tors, social and institutional supports influencedwork stress and wellbeing among academic staff in federai universities in thè South­ west, Nigeria. Workplace environmental factors, Social and Institu- tional Supports positively predicted work stress and poor wellbeing among academic staff of federai universities in south'west, Nige­ ria. Strategies to improve work stress and wellbeing among aca­ demic staff in federai universities must take into consideration avail- able resources and circumstances of work such as thè work load and infrastructure available to thè lecturers. The identified factors such as rcduccd workload can go a long way in reducing thè nega­ tive impact of work stress and thus improve wellbeing among aca­ demic staff. Lack of social supports was thè major determinant pre- disposing higher work stress and poor wellbeing across thè univer­ sities. , higher institutional and individuai social supports, adequate funding, materials, manpower and creating enabling environment for academics will go a long way in alleviating work stress and im- proving wellbeing among academicians. 800 UNIVERSITY OF IBADAN LIBRARY References Barkhuizen, N& Rothmann, S. (2008). Occupational Stress of Academic Staff in South African Higher Education ■ Institutions.South African Journal ofPsychology, 38,321-336. Abouserie, R. 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