The study employed a qualitative case study approach, utilizing questionnaires as the primary data collection instrument. A total of 55 respondents participated in the research, providing valuable insights into their experiences with workplace stress. The findings revealed that administrative workload emerged as the primary source of stress, followed closely by responsibilities related to research and teaching. This aligns with the SDG goal of ensuring inclusive and equitable quality education, as excessive stress can hinder educators’ ability to deliver effective teaching.
Physical signs of stress were notably prevalent among the respondents, with headaches reported by 50.9% and insomnia by 47.3%. These symptoms not only affect the health of the lecturers but also their overall productivity and effectiveness in the classroom. Emotional signs of stress were also significant, with 69.1% of respondents experiencing mood swings and 63.6% reporting increased irritability. Such emotional challenges can have a detrimental impact on the learning environment, affecting students’ educational experiences.
The study also highlighted that stress related to work often manifests as difficulties in concentration and a noticeable decline in productivity. This is particularly concerning in the context of education for sustainability, where educators are expected to be role models and leaders in fostering a sustainable future. If lecturers are overwhelmed by stress, their ability to inspire and educate students on sustainability issues may be compromised.
To combat these stressors, the lecturers employed various stress management strategies. These included personal, social, and spiritual activities such as exercising, spending time with family, and enhancing their spiritual practices. Such holistic approaches are essential in promoting mental well-being and ensuring that educators can maintain a balance between their professional responsibilities and personal lives.
The findings of this research underscore the importance of time management, social support, and self-care in managing stress effectively. Institutions of higher education must recognize the significance of these factors in creating a supportive work environment. By fostering a culture that prioritizes mental health and well-being, universities can contribute to the SDG goal of decent work for all.
In conclusion, workplace stress among lecturers is a pressing issue that requires immediate attention. The study conducted at UGM provides valuable insights into the sources and signs of stress, as well as effective management strategies. By adopting a holistic approach that balances work and personal life, educators can better manage stress and enhance their overall well-being. This, in turn, will lead to improved educational outcomes and a more sustainable future for all.
