Stress, coping and job satisfaction in UK academics during the COVID-19 pandemic

Objectives. The occurrence of work-related stress is high among UK academics. This is associated with increased risk of ill-health, reduced productivity, and lower job satisfaction. These might have been exacerbated by the coronavirus disease (COVID-19) pandemic. Social support and coping strategies
have the potential to ameliorate the impact of stress but have been less explored in academics; these were explored in a cross-sectional study. Methods. Fifty academic staff were recruited via links posted on social media and through
snowballing sample technique. The survey included key demographics such as age, gender, relationship status, educational attainment, known to have relationship with work-related stress. Other measures include perceived stress,
social support, coping strategies and job satisfaction. Results. Moderate stress was found in UK academics. Greater impact of COVID-19 and greater use of avoidance coping were significant predictors of higher stress. Conclusion. Encouraging the use of adaptive coping strategies such as problem solving, through staff training could help to reduce stress. Future longitudinal research should examine stress and coping in academics, establishing causation, while accounting for confounders such as contract type, teaching hours, and class sizes. Stress-management interventions should account for pandemic-related stressors including high
workload and isolation, as academics continue to engage in hybrid/remote working. Implication. It is important that universities put in place support systems to reduce the level of stress in academics. This could be through training and
education in the use of adaptive coping strategies, such as planning and problem solving as well as support from co-workers and management; which are associated with positive psychological wellbeing.