Volume 9, Issue 3 (10-2025)
EBHPME 2025, 9(3): 190-197 |
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Sarani M, Isfahani P, Mohammadi H. The Relationship between Occupational Stress and Quality of Work Life among Educational Administrative Staff at Zabol University of Medical Sciences. EBHPME 2025; 9 (3) :190-197
URL: http://jebhpme.ssu.ac.ir/article-1-553-en.html
URL: http://jebhpme.ssu.ac.ir/article-1-553-en.html
Department of Health Management, School of Public Health, Zabol University of Medical Sciences, Zabol, Iran , p.isfehani@gmail.com
Abstract: (21 Views)
Introduction: Occupational stress and quality of work life (QWL) are key factors affecting employees’ well-being and organizational performance. Understanding their relationship among educational administrative staff can help design effective interventions. Theretofore, this study aimed to investigate the relationship between occupational stress and QWL among educational administrative staff at Zabol University of Medical Sciences.
Materials and Methods: This descriptive correlational study was conducted in 2022 among all educational administrative staff (n = 120) in the educational sector of Zabol University of Medical Sciences. Participants completed a demographic questionnaire, Walton’s QWL questionnaire, and the Health and Safety Executive (HSE) Occupational Stress questionnaire. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and Pearson correlation in SPSS version 25. The significance level was set at p < 0.05.
Results: The mean age of participants was 34.5 ± 6.2, and the mean work experience was 9.4 ± 5.6. The mean QWL score was 110.2 ± 15.6, and the mean occupational stress score was 112.5 ± 14.3, indicating moderate levels of both variables. No significant differences were found in occupational stress or QWL based on gender or marital status. However, QWL significantly differed by education level (P = 0.008), with employees holding a master’s degree or higher reporting lower QWL. Pearson correlation analysis showed a significant positive relationship between QWL and occupational stress (r = 0.36, P-values < 0.001), indicating that lower stress is associated with higher QWL.
Conclusion: Educational administrative staff with lower occupational stress report higher QWL. These findings highlight the need for stress management and supportive workplace interventions to enhance QWL among university administrative staff.
Materials and Methods: This descriptive correlational study was conducted in 2022 among all educational administrative staff (n = 120) in the educational sector of Zabol University of Medical Sciences. Participants completed a demographic questionnaire, Walton’s QWL questionnaire, and the Health and Safety Executive (HSE) Occupational Stress questionnaire. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and Pearson correlation in SPSS version 25. The significance level was set at p < 0.05.
Results: The mean age of participants was 34.5 ± 6.2, and the mean work experience was 9.4 ± 5.6. The mean QWL score was 110.2 ± 15.6, and the mean occupational stress score was 112.5 ± 14.3, indicating moderate levels of both variables. No significant differences were found in occupational stress or QWL based on gender or marital status. However, QWL significantly differed by education level (P = 0.008), with employees holding a master’s degree or higher reporting lower QWL. Pearson correlation analysis showed a significant positive relationship between QWL and occupational stress (r = 0.36, P-values < 0.001), indicating that lower stress is associated with higher QWL.
Conclusion: Educational administrative staff with lower occupational stress report higher QWL. These findings highlight the need for stress management and supportive workplace interventions to enhance QWL among university administrative staff.
Keywords: Occupational stress, Quality of work life, Administrative staff, Higher education, University
Type of Study: Original article |
Subject:
Healt care Management
Received: 2025/12/8 | Accepted: 2026/05/27 | Published: 2026/06/1
Received: 2025/12/8 | Accepted: 2026/05/27 | Published: 2026/06/1
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