Research on the Current Situation of Occupational Stress among Young University Teachers in China

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )

Download PDF

Cite

XML

HTML

Abstract

With the development of the international education environment and the continuous reform of higher education in China, the working pace in universities is accelerating, with higher requirements for university work and increasingly apparent pressure on teachers. Young teachers in Chinese universities are prone to occupational stress. In addition to undertaking teaching, research, and other tasks, they feel anxious and at a loss when facing personal issues such as job promotion and taking care of their families. This article selects young teachers from some universities in China as research subjects and uses a questionnaire survey method to understand the current situation and sources of pressure on young teachers in universities, so as to focus on and alleviate their stress in a targeted manner.

References

Zeng Y, 2019, The Source and Performance of University Teachers’ Pressure—Based on the Text Analysis of the BBS of Baiyun Yellow Crane of H University, Master’s thesis, Huazhong University of Science and Technology, 9–21.

Ping S, 2020, Research on the Status Quo and Countermeasures of Female Teachers’ Stress in Colleges and Universities—A Case Study of C University, Master’s thesis, Central University for Nationalities, 32–51.

Xu Z, 2018, Research on Stress Management of Young Teachers in Colleges and Universities—Case Analysis Based on N University, Master’s thesis, East China Normal University, 43–55.

Zhang H, 2021, JD-R Model for Misconduct Behavior of University Teachers under Occupational Stress Based on Meta-Analysis. Chinese Journal of Safety Science, (05): 175–177.

Hu F, 2017, 985 College Young Teachers’ Pressure Survey and Countermeasures, Master’s thesis, Dalian University of Technology, 10–21.

Guo X, 2020, Comparison of Pressure of Primary School Teachers in Urban and Rural Areas from the Perspective of Education Balance, Master’s thesis, Zhengzhou University, 35–44.

Ma F, 2020, A Study on the Mechanism of Job Burnout among University Teachers Based on the Job Requirements Resource Model—A Case Study of D University. Managing Case Study and Reviews, 13(3): 310–312.

Ding Y, 2023, Occupational Stressors and Management Strategies for Open University Teachers. Journal of Anhui Open University, 2: 42–46.

Guo R, 2023, Research on the Occupational Stress and Adaptation of Young Teachers in Vocational Colleges. Vocational Education (Mid Tencent), 22(8): 3–5.

Jiang C, 2022, The Impact of Young College Teachers’ Occupational Stress on Their Subjective Well-Being: The Mesomeric Effect of Psychological Capital. Journal of Jilin Normal University of Engineering Technology, 38(8): 30–32.

Wickramasinghe EP, Seneviratne RDEA, Gunawardana NS, et al., 2022, Prevalence of Occupational Stress among Secondary School Teachers in Public Schools in the District of Colombo. Sri Lanka Research in Health Science, 7(3): 30–32.

Fan H, 2022, Analysis of Factors Influencing the Occupational Stress of University Teachers—Taking Chongqing C University as an Example. Journal of Weifang Engineering Vocational College, 35(2): 44–45.

Kareem J, Valaramathi BS, Tantia V, 2022, Influence of Teacher Occupational Stress on Self Efficiency: Evidences from the Pre and During COVID-19 Periods International. Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1): 171.

Liu H, 2022, Influence of Teachers’ Occupational Stress on Anxiety by Using Cross Media Teaching Method. International Journal of Mental Health Promotion, 24(5): 649–664.

Min W, 2021, The Current Situation, Differences, and Countermeasures of Occupational Stress for Teachers in “Double First Class” Universities. Journal of Huzhou Normal University, 43(11): 40–43.

Levantini V, Ala E, Bertacchi I, et al., 2021, One Year Follow-Up Efficiency of the Coping Power Universal and Its Relationships with Teachers’ Occupational Stress. Children, 8(10): 832.

Wang Y, 2021, Empirical Study on the Relationship between Occupational Stress and Work Performance of Vocational Teachers. Journal of Hubei Industrial Vocational and Technical College, 34(4): 16–18.

Previous article in this issue

Next article in this issue