Stress Among Accountancy Professors: Modulation from the Perspective of the Demand-Control-Support Theory.

Mendes Nascimento, Eduardo; Garcia Carvalho, Marcia; Cornacchione, Edgard

Objective: To identify and analyze the influence of demand, control, and support levels on self-reported stress among professors in Accountancy programs at Brazilian Higher Education Institutions (HEI). Method: A survey addressed the biopsychosocial condition of 614 professors, including stress perception measured by the Teacher Stress Inventory and demand, control, and emotional support measured by the Job Demand-Control-Support. Results: Support and Control significantly (p<0.01) contribute to decreasing professors' perceived stress. The demands imposed by HEIs increase (p<0.01) stress levels though. Additionally, age, positive perception of mental health, and general satisfaction with the job and students are factors that negatively modulate professors' stress levels (p<0.01). Being a woman, teaching in the morning shift, and being a professor in a public HEI, on the other hand, increase the respondents' stress levels (p<0.01). Contributions: Considering that an individual's ability to adapt is limited, this study enables unveiling the circumstances that can aggravate the effects caused by stress, considering increased physical and emotional demands, possibly leading to psychosomatic diseases.

COLLEGE teachers; UNIVERSITIES & colleges; ACCOUNTING; ACCOUNTING education; JOB satisfaction

Revista de Educação e Pesquisa em Contabilidade, 2021, Vol 15, Issue 4, p425

1981-8610

Academic Journal

10.17524/repec.v15i4.2836