Stress, Problem Solving Approach, and Job Satisfaction Among Faculty Members and Non-Teaching Personnel at Higher Education Institutions in Sulu

Abstract

This study sought to determine the extent of correlation and the significant difference between job stress, problem solving approach and job satisfaction among faculty members and support personnel when data are grouped according to gender, age, civil status, length of service, highest educational qualification, academic rank/position and status of employment. This study answered the following research questions on the bases of the following hypotheses: 1) There is no significant relationship between levels of job stress, problem solving approach and job satisfaction among faculty members and support staff at higher educational institutions in Sulu; 2) There a no significant difference in levels of job stress among faculty members and support personnel at higher educational institutions when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status; 3) There is no significant difference in levels of problem solving approach among faculty members and support personnel when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status; 4) There a significant difference in levels of job satisfaction among faculty members and support personnel when data are classified according to Age; Gender; Civil status; Length of service; Academic rank/position; Educational qualification; and Employment status. This study employed the Descriptive-correlation research design with 200 samples amongst faculty members and support personnel currently employed at higher educational institutions in Sulu during School Year 2015-2016.

The research instruments used were patterned and adapted from Safety Health Executive (SHE) Indicator Tool (Cousins et al., 2004) in Kinner and Wray; Problem-Solving Style (key.kf/files.wordpress.com, 2015) whose validity and reliability had been established and Job satisfaction (Drukpa, 2011). The mean and standard deviation were used to determine the extent of job stress, problem solving approach and job satisfaction. The t-Test for independent samples and One-Way ANOVA were used to determine the significant differences between the levels of job stress and problem-solving approach. Test of Multiple Regression was used to determine the significant relationship between the levels of job stress, problem solving approach and job satisfaction among faculty members and support staff.